JAMES' CASE

James' Case - Who is to blame?

James' Case - Who is to blame?

Introduction

The term "norm of reaction" helps us understand the relationship between genes and psychological traits (phenotypic characteristics). This concept describes the existence of different phenotypes which could originate from the same genotype. Stated differently, given a particular genotype will be a particular phenotype for each environment. In the case of intelligence, for example, different genotypes that develop in environments more "enriching" will respond differently and reach different phenotypes.

Instead of objectifying and depoliticizing the debate, genetic discoveries and developments in psychology have fueled the debate that characterizes it. Therefore, this problem has been reconsidered quantitatively, i.e., is now being studied how to calculate the specific weight of each of the factors involved. This approach has been called "behavior genetics" of great interest to psychology because it offers reliable differential effect of a factor of heredity or environment.

Discussion

The genetics of behavior represents a point of intersection between genetics, which is devoted to study the diversity of vital phenomena of living organisms, and psychology, which deals with studying the behavior of individuals (vital phenomena characteristic of living evolved living), so that we can conceive of it as the discipline that studies the variability of behavior and heredity in living organisms. This discipline assumes that psychological traits have a biological component that determines, without excluding the importance of the simultaneous action of the environmental mechanisms.

Regarding the latter, when studying the effect of heredity on intelligence subjects from normal populations (families where basic needs are met) shows that the process of inheritance is important (Baase, 2008). But this evidence also indicates that the "normal environment family" is very important because without it, the intelligence can not develop independently of the genetic component of it.

The development of an individual is in constant process stops and accelerations. Genes have an important temporal dimension to action, since they act at a time certain and not in others. Development is a complex biopsychosocial process, in which emerge the character, judgment, value systems, etc (Cross & Miller, 2009). These features, even more than the ripening, collaborate in the creation of patterns of behavior that shape us as unique from birth to death. If the drive belt between genes and maturation is short and taut, between genes and development is much longer and loose, leaving more room for the influence of early care and education. The genetic and environmental effect is tremendously modulated by development and the individual's age.

Along with disobedience, aggression in individuals is one of the problems that most individuals and educators complain, often appear together both types of problems. One can say that aggression is relatively desirable in the socialization process, understood as a certain amount of fighting, through which we can gradually achieve small successes. But that dose should not exceed acceptable limits to be considered as adaptive. It is good that the individual is afraid to exercise their rights, but neither is giving free rein to aggression (Prince & ...