Stanley Hall Nature Vs Nurture Theory

Nature vs Nurture is something that has been researched for many years especially when it comes to finding the reason for someone committing a crime. When talking about nature, I am talking about how you are born. The genes that you are born with that make you who you are. When referring to nurture I am talking about how someone is raised. Such as the environment you live in and what is taught to you. As humans we cannot control our nature it is simply what you are born with. When you are born you have all your genes that will decide what you look like, how tall or short you will be, so why do we not believe that our behavioral tendencies, and personality attributes come from our genes too. Psychological theories such as the biological approach, and psychoanalysis have helped to show us how are genetics predetermine our behavior. Researchers have found multiple facts that support each side and for years no one has been able to decide which one influences us over the other one. I believe that our nature has a greater impact on us then our nurture especially when it comes to criminal actions.

Nature or Nurture. Nature may be all of the genes and hereditary factors with which influence them to become who they are such as physical appearances and personality characteristics. Nurturing impacts people’s lives as well as how they are raised and all the environmental factors. In combination, these qualities can be the true identity of oneself. Many people may argue that nurture appears to a play huge factor in the two, but others may think otherwise. Not having both as a characteristic can have a negative effect on a person physically and mentally. The debate of nature versus nurture appears to be the oldest argument known to man, and it still remains to be unanswered. In the old-age argument nature versus nurture, nature may play a huge role in determining a person’s true identity.

Over the past few decades many scientific advancements have led to the reform of childrearing practices and the modern concept of adolescence. Three men, Charles Darwin, G. Stanley Hall and Dr. Holt [what is Dr. Holt’s first name? put that], made some of the most crucial scientific advancements in this area. Studies by these three men led to child rearing advice and drastically changed the way children were viewed.

In Coming of Age in Samoa, by Margaret Mead, she exemplifies and puts emphasis on the idea of socialization through the view of the Samoan girl, and we also see what her sexuality is as she becomes an adult and has to deal with marriage. Before reading the book I never knew that different cultures like the Samoan culture viewed everything in their daily lives different than how we view it in ours. After learning about the Samoan culture in the book, it gave me a new perspective and how to view the world around me because the book discussed key concepts I didn’t expect to be interesting.

This essay will describe child and adolescent behaviours reported in the media and will examine the link to development theories, learning styles and sociocultural influences on child and adolescent development. As a developing secondary school preserve teacher, my focus will be mainly on adolescent behaviours and development. I will be examining an article from a media how these developmental theories analyses and helps us to understand the behaviour of child and adolescents. I will also try to explain about the domain of development such as physical, cognitive, emotional and social.

Through history, the idea of nature vs. nurture has been a hotly debated issue. Nature, or genetics is often believed to be the most important aspect of a persons’ upbringing, as nature is something intrinsic to any one person. However, many debate that nurture, or the care and encouragement of any human life, trumps nature. The earliest evidence and rebuttals of these theories have been honed and developed over time by specific psychologists and educational theorists – all who hoped to prove their own ideas as fact at one time in history.

S (2011), adolescence involves two significant transition points: the transition to early adolescence from childhood (ages 11-14 years) and the transition from late adolescence to adulthood (ages 18-21 years) (p.312). Authors Lesser, J.G., & Pope, D. S (2011) further explained that no other period of the life cycle, expect infancy, allows such rapid biologically, psychologically, cognitively and sociocultural changes. (p. 313). The assessment and exploration of theories paint a clear picture of Jon’s sexual status. Jon is concern about his appearance and skips school to be with his girlfriend. According to Lesser, J.G., & Pope, D. S (2011), friendships may reflect the adolescent’s status and reputation (p.321). In Jon’s case, this confirms his ability to attract romantic partners or be acceptable outside the

In society, not one person is alike. By saying this, many people believe that they strongly take after their parents. Meaning they think Nature is a big part in their life and why they are who they are. The genes in each cell in us humans determine the different traits that we have, more dominantly on the physical connections like eye color, hair color, ear size, height, and other traits. However, it is still not known whether the more abstract attributes like personality, intelligence, sexual orientation, likes and dislikes are gene-coded in our DNA. The nurture theory has experiments showing a child’s behavior with the environment as to adult behavior. In the Nature Vs Nurture debate, everyone has their own thoughts and ideas on each

What variables influence the adolescent developmental process? Does biology outweigh the effect of environment? Do teenagers mature in a continuous or discontinuous fashion? What effect do early verse later experience influence the young people’s maturity into adulthood? Through the ages, researches have investigated these questions to better understand the growth adolescent experience between the ages of ten to twenty-one. The intermingling of the biological, cognitive, and socioemotional process constitutes the development of an adolescent. By examining the effects of nature verse nurture, continuous verse discontinuous development, and early verse later experiences, we will conclude that the developmental process in an adolescent is the intertwining of all these variables and not a result of one over the other.

The nature-nurture debate has been around for decades. It is one of the oldest and most popular topics in the history of psychology asking what makes people who they become and how they behave and develop the way they do. What makes the debate more interesting is that now scientists are asking if personality traits and even sexual orientation can be determined by what is in already there from conception. Bodies are built up of chromosomes which contain genetic information. Many of these are inherited from parents and relatives. The nature side of the debate states the way people are is predominantly from inherited genetics and other biological factors not so much the environmental factors. The genes humans have in their bodies play a huge role to many aspects of who they are and who they become. For example, hair colour, eye colour and height are all predetermined by genes. Unchangeable. This is natures way. The argument stands to decide whether most attributes do stem from nature, genes, or if they can be affected by the environment and the way people are nurtured as they have grown. The nurture side of the argument believes although humans do have the genes and traits with which they are born, most personality traits are being made up of environmental factors. For example, being loved and cared for as children, if parents or carers were positive role models and if those people were taught in ways which provided them with discipline and respect for others. Where nature

Margaret Mead’s book “Coming of Age in Samoa” is an anthropological study of a “primitive” group of people under completely different cultural conditions than people of western society, namely America. She chose to study a group of adolescents in the South Sea Island of Samoa, a place where one might study a people: “Whose society has never attained the complexity of our own.” Mead attempts to determine whether or not the experience of turbulence and difficulty during the time of puberty and adolescence was universal, based mostly on biological changes, or were those experiences mostly influenced by environment and culture.

Through it, people were given a look at a society not affected by the problems of 20th century industrial America. She illustrated a picture of a society where love was available for the asking and crime was dealt with by exchanging a few mats. This book helps one to realize the large role played by social environment. One of Mead’s biggest challenges was probably the fact that her fieldwork was done entirely in the Samoan language. In Samoa, few, if any natives spoke English.

There are five characteristics that all adolescents have. These characteristics are biological growth and development, an undefined status, increased decision-making, increased pressures, and the search for self. The brain and the endocrine system control biological growth and development. During the early stages of adolescence, individuals experience growth in height and weight, changes in the body, the development of sexual characteristics, and skin problems. For example, I started getting curves in my body when I hit puberty. My body started to develop changes. Our society’s expectations for children and adults are clear, but for the adolescent, expectations are inexplicit. Some adolescents are treated like children, but some are treated like adults. There is an undefined status. For example, my parents pay for my lunch, but I have to have a job so I can support myself.

Adolescence is the distinct transitional stage between childhood and adulthood in human development, extending primarily over the teenage years and terminating legally when the age of majority is reached (Rathus, 2014). However in some instances, this biological, cognitive, social and emotional maturity may not be reached until a later stage and may be dictated by gender. Adolescence is characterised by rapidly changing and unpredictable behaviour (Freud, as cited in Rathus 2014), heightened and unstable emotions (Hall, as cited in Rathus 2014), disturbances in identity, the gradual development of one’s moral reasoning (Kohlberg, as cited in Rathus, 2014) and the gradual establishment of one’s independence. Several of these changes may occur at differing phases in adolescent growth. This development is categorized into three separate stages; early adolescence, middle adolescence, and late adolescence. Early Adolescence, commencing from the ages of eleven or twelve until the age of fourteen, comprises of several features such as rapid biological development and maturity, heightened stress levels and limited coping capabilities. On the other hand, middle adolescence, from the approximate age of fourteen to sixteen, involves the gradual cease of biological change, an increase in coping strategies and declined stress levels. Furthermore, late adolescence, commencing from the age of sixteen until the age of eighteen or nineteen, encompasses physical maturity, whereby the

For more than a century, researchers and psychologists, such as Sir Francis Galton, Charles Darwin, Sigmund Freud and many others, have been trying to understand how people are transformed by their environment. Researchers have mainly argued whether it is in fact our environment or rather genetics, our biological pre-wiring, which has influenced human behavior. This concept ultimately facilitated what is now known as the Nature versus Nurture debate. The Nature aspect states that human behavior is predetermined by our inherited genes or is the product of our innate behavior. The Nurture side of the disagreement postulates that human behavior stems from acquired attributes through individual learning and experiences. Correspondingly, the Object Relations Theory in psychoanalytic psychology supports the position that a person’s natural environment (i.e. family, peers, acquaintances, society) forms human development. The Object Relations theory stresses that it is the relationships between people, more specially family, often between mother and child, that crafts the human psyche.