Identify Three Types Of Effects Caused By The Bidirectional Approach

The Nature-Nurture theory is a big issue in psychology. In this theory, the nature portion of it says that we get all our knowledge from our genes. It’s the biological side to this theory but, there’s also an environmental side to this theory. The environmental side is the nurture portion to this theory. Nurture says that we get all of our knowledge through experiences. Also where, who, and how we grow up.

This approach believes that all aspects of development of the person should be looked at, as they all interact with one another (7). In this theory you have: microsystems, exosystems, macrosystems, chronosystems, and mesosystems. Microsystems being what we commonly consider to be the “nurture” of a child, family and caregivers. Exosystems are places such as school, macrosystems consist of the economy, politics, and the cultural values placed by parents or by geographic location, and chronosystem is the time or era that the child is being brought up in (7). Then there is the mesosystem which is the combining of all other groups. This belief is similar to that of epigenetics, all aspects interact with one another to create the fully developed human

Both normative and nonnormative influences and nature and nurture influences both shed light on human development over childhood and adolescence. The nature and nurture debate refers to whether particular aspects of development are a result of inherited characteristics (nature) or obtained characteristics (nurture). The answer to what characteristics were obtained by which source is a difficult task as there is still much to learn about the way genetic markers work and how their patterning influence organisms. Instead nature and nurture should be looked at as a intricate ecology (Claiborne, Drewery, Paki, & Peters, 2014). This is where characteristics are not considered to have only a single source but can linked to a contribution of our genetic

There are numerous debates in regards to developmental psychology. One of the main debates to begin with is nature vs nurture; some individuals believe that we are products of our environment while others regards us while others believe that we are products of our genetics. John Locke believes that when we are born we are a “tabula rasa” a blank slate

The five key aspects of theoretical orientation to development include: psychoanalytic, cognitive, behavior and social cognitive, ethological, and ecological. Each one of these happen to contribute an important piece to the life-span development puzzle. Although some of these theories may contradict the others they all work together to make us understand the things that happen throughout life. Together the coincide to let us see the total picture of development and the great things that come along with it.

On the other hand, the set of talent and role that is refined through time, concern that a person live out while completely doing away with the unpredictable of hereditary characteristics. Therefore, a person invests their time and effort into something that they are good at even if it is not in their lineage. For this reason, when a person is born with certain distinctiveness and even though their nurture may have influences on their personalities to change or be improved, their genes encompass a large influence on how they will live their life. Children may see their friend cheat on a test at school but will not do the same, because they now it wrong because of punishment indirect or direct learning from their parents (Benokraitis, 2010). For this, “one strategy is longitudinal research in which children's initial characteristics can be observed to change over time in relation to specific parenting experiences” (Collins, Maccoby, Steinberg, Hetherington & Bornstein, 2000, p. 223).

The study of human development is essential for the reason that is provides us with the answers we seek by enabling us to understand, explain, predict, and even control behavior (Gardiner & Kosmitzki, 2010). Having stated that, a theory greatly contributes to our understanding and analysis of our findings. Theories do so by providing a scheme that helps

Therefore these two approaches are at the opposite end of the spectrum as the biological approach supports the nature side of the argument and the behaviourist approach supports the nurture side of the argument. Another example of the polar opposites of the Biological approach and the Behaviourist approach is that another assumption of the Biological approach is that human genes have evolved to adapt behaviour to the environment. On the other hand, one assumption of the Behaviourist approach is that behaviour is learnt through association

Furthermore, the nature-nurture continuum will demonstrate how every child will fall on this continuum that certain behaviors are a result of the child’s genetic makeup and the type of environment the child is raised in. For instance, a child’s intelligence can be considered under either end of the continuum, and for some cases, fall in the middle. If during a child’s development, a part of their brain is not developing properly due to genetic disorders this would be considered a matter of nature. Whereas, if it solely had to deal with the environment or upbringing the child dealt with such as opportunity to good schooling and services, would pertain to nurture. Except for some children, both would apply in that, the child may have inherited a genetic disorder which has affected their brain development and in turn are nurtured through an environment of plenty opportunities and services

Bronfenbrenner’s (1977, 1979, 1989, 1993, 1994) ecological theory suggested that child (human) development occurs for the child within the context of various environments. These environments, or systems, are influenced from within and between other environments. The individuals within each system influence each other through various transactions that occur between them.

Epigenetics. Contemporary attachment theorists now view the organization of brain systems as an outcome of the interaction between environmental influence and genetically coded programs for the formation of structures and connections among structures (Fox & Calkins, 2003). That is to say that the environment literally effects structural, and thus functional, growth by inducing the expression of genes responsible for the unfolding of those structures and their collective interconnections. As Schore (1997) so eloquently explains:

Brain and Behavioral development can have a genetic side to it. According to Patterson and Vakili (2014), the genetic disposition of a family member can significantly affect family functioning and the mental health of other family members. Also, the brain is substantially shaped by genetic processes. This can be related to how we might inherit our mother’s

The study of human development is a science. It is based on theories, data, analysis, critical thinking, and sound methodology (Berger). Five characteristics of Development that will be discussed in this paper are multidirectional, multi-contextual, multicultural, multidisciplinary and plasticity. There are also five theories of development which are psychoanalytical, behaviorism, cognitive, socio-cultural, and epigenetic theory. Together these characteristics and theories can be used together to get a better understanding of the human development and how much genetics play a role in development and how much the

When the average person thinks about growing up it is more than likely that they do not think about the term development. Yet Anita Woolfolk defined development in Educational Psychology as, “Orderly adaptive changes we go through between conception and death that remain for a reasonably ling period of time” (2014). Therefore, we are going through development all our lives. Now, there are a few principles of development. The first of which is that people do not develop at the same rate. Everyone has seen evidence of this principle. Think of the child in class who took much longer to grasp a concept than the rest of the students. Then there was the child that seemed to know everything or catch on to everything very quickly. Next is, the principle that development is relatively orderly. That is people walk before they run, they mumble nonsense before they can speak, and so forth. The final general principal of development is that development is a gradual process. It takes time for example for, “a student who cannot manipulate a pencil or answer a hypothetical question may well develop this ability, but the change is likely to take time” (Woolfolk, 2014). There was been a long debate about which is more of an important factor in development nature or nature. Those that believe nature is a more important factor are known as nativist and according to simplypsychology.org, “Their basic assumption is that the characteristics of the human species as a whole are a product of

There are many theories on how a human develops. Most babies follow a certain pattern of development but the controversy is which person 's developmental pattern of development is correct? Erik Erickson, Sigmund Freud and Jean Piaget 's developmental theories are similar. Each of the theories goes through a human 's development chronologically, giving a guideline of when certain developments happen. For example when a child is supposed to walk or when a child is going to speak. It is only a guideline and these theories are not supposed to be held too strictly.