Beyond Genetics: Significance of Nurture in Personal Development
Izaz Zubayer
Department of Psychology, Simon Fraser University
Critical Analysis of Issues in Psychology
April 10, 2023
Introduction
It is a common belief that if a father is a politician, their offspring are likely to follow the same career path due to genetic predispositions. However, this notion oversimplifies the complex interplay between genetics and environmental factors in shaping an individual's future. The nature vs. nurture debate is a longstanding argument in psychology and social sciences about the proximate significance of genetic and environmental facets in shaping human behavior and development. The impact of nurture is often overlooked, however, it is essential because it affects and shapes various aspects of life, ultimately guiding individuals toward self-actualization, the highest level of human development, and personal satisfaction, as highlighted by Maslow's hierarchy of needs (Maslow, 1943). Furthermore, recognizing the significance of nurture in shaping an individual's development, more so than nature, holds implications for resolving issues such as autism, mental health, criminal behavior, and addiction. Nurture governs nature as environment, culture, and experiences shape identity by influencing the brain's plasticity. It elucidates the role of childhood experiences in determining adult romantic relationships through their impact on attachment styles while also highlighting the influence of environmental factors such as socio-economic status and language on cognitive abilities and problem-solving skills. Environmental factors and personal experiences determine multiple facets such as physical, intellectual, social, occupational, and emotional domains, thus emphasizing nurture's significance in shaping a person's life trajectory.
Personal development encompasses a wide range of aspects, as represented by the wellness wheel, and nurture significantly impacts each and every aspect, surpassing the influence of nature. Therefore, the supremacy of nurturing factors in determining who we become outweighs genetic predispositions.
Nurture Dictates Nature
Exposure to a new environment introduces individuals to novel cultures and experiences, leading to significant impacts on their identity. This is due to the brain's inherent neuroplasticity, which allows for adaptation and change. As a result, the role of nurture in shaping an individual’s nature is paramount. International students' identities undergo significant transformations influenced by factors like conformity, neuroplasticity, and endocrinological changes, leading to shifts in their personality traits as they navigate culture shock and adjust to a new environment, ideologies, and perspectives that shape their understanding of the world. This change often derives from students reassessing their beliefs and attitudes from being exposed to different cultural norms and values resulting in substantial changes in personality traits, such as transitioning from cautious to curiosity in openness, from reserved to outgoing in extraversion, and from confidence to nervousness in neuroticism.
Alcock (1995) emphasizes the power of belief systems in shaping an individual's perception and interpretation of their experiences. By shaping belief systems through environmental factors, individuals develop adaptive thought patterns and behaviors that contribute to their overall well-being and success in life, which highlights the significance of surrounding oneself in a foreign environment. The psychological concept of conformity plays a crucial role in this process, as individuals often adopt similar traits to those in their new social circle to feel accepted and integrated into the group.
Asch’s (1951) study on social influence reveals people's natural tendency to conform to group norms, even when differing from personal beliefs. This adaptation to new environments leads to the adoption of behaviors, attitudes, and values consistent with peers. Neuroplasticity, the brain's ability to change and adapt in response to new experiences, enables these students to learn and internalize new patterns of thought and behavior. A study by Maguire et al. (2000) revealed that London taxi drivers' hippocampi, the brain region responsible for spatial memory, were larger than those of a control group, suggesting universally the brain's capacity for structural changes in response to environmental demands.
Sherman et al. (2016) demonstrate that environmental factors, such as new cultural and academic experiences, shape international students’ behavior and attitudes through endocrinological changes. Social experiences, like forming friendships or adjusting to academic expectations, influence hormone levels, leading to changes in behavior and attitude. For example, increased testosterone levels in students who attain leadership positions may result in heightened confidence and assertiveness (Mehta et al. 2008).
In conclusion, research on conformity, brain plasticity, and endocrinology collectively illustrates how environmental influences overpower nature by shaping international students' identities, behaviors, and beliefs. As they adapt to new social norms and align with diverse peer group expectations, international students experience personal growth and transformation that fundamentally influences their self-perception and worldview
Childhood Experiences Determine Romantic Relationships in Adulthood
Childhood experiences shape an individual’s emotional development, and emotional development largely influences romantic relationships in adulthood. Therefore, childhood experiences affect romantic relationships in adulthood. Early social interactions, especially with the primary caregiver are crucial in molding a child's attachment style, which has a significant bearing on their self-perception and worldview (Ainsworth et al., 1978).
During the early years of life, the brain is highly plastic, meaning it is constantly forming new connections based on experiences, therefore secure attachment experiences help to create neural pathways associated with healthy emotional regulation, empathy, and social skills (Siegel et al., 2001). Children also develop internal working models based on their early interactions with caregivers, forming mental representations of themselves, others, and relationships. These models act as cognitive frameworks, guiding expectations, interpretations, and behaviors in social interactions throughout their lives. A secure attachment provides a child with positive working models of themselves (as deserving of love and care) and others (as reliable and supportive) (Bowlby, 1988). Caregivers are instrumental in teaching children emotional regulation, or the ability to effectively manage and express emotions as it is closely tied to brain development, particularly in areas responsible for emotional processing and regulation, such as the prefrontal cortex and the amygdala. The maturation of these brain regions during childhood and adolescence is influenced by environmental factors, including caregiver interactions (Luby et al., 2012). By modeling proper emotional expression and offering guidance on coping strategies, parents equip children with the skills required to navigate their emotional experiences by allowing them to develop a theory of mind. This cognitive skill is crucial for effective communication and conflict resolution, as it allows children to empathize with others, predict their reactions, and adjust their behavior accordingly (Feldman, 2007). As these behaviors are acquired early in life, they can be utilized in romantic relationships later on, since the adaptable brain maintains neuronal connections and schemas throughout life (Wellman, 2008).
Similarly, traumatic experiences during childhood can significantly alter an individual's emotional and psychological development, leading to dysregulated emotional responses and potentially impacting their relationships. When children are exposed to traumatic events, their stress-response systems are activated, releasing stress hormones like cortisol (Doom & Gunnar, 2013). Chronic exposure to high levels of stress hormones can negatively impact brain development, particularly in areas responsible for emotional regulation, such as the prefrontal cortex and the amygdala (Lupien et al., 2009). Moreover, children who have experienced trauma may develop maladaptive coping strategies, such as avoidance or emotional numbing, to manage their distress. These learned behaviors can persist into adulthood, affecting interpersonal relationships and potentially leading to further psychological difficulties (Cloitre et al., 2009).
In conclusion, studies on attachment styles and developmental psychology have emphasized the crucial role of environmental factors and learned behaviors in shaping a child's emotional development, rather than relying solely on innate qualities. Developing and maintaining healthy relationships with oneself and one's partner is essential for a fulfilling life and, ultimately, for nurturing the next generation
Beyond Innate Abilities: Socio-economic and Linguistic Factors
The extent of an individual's success is predominantly determined by their socio-economic status, opportunities, and the language they speak, which play a pivotal role in shaping personal growth, honing skills, and fostering resilience, thus asserting nurture determines an individual’s accomplishments and achievements.
The adage “If you are born poor it is not your fault but if you die poor, it is your mistake” underscores the significance of striving to improve one’s circumstances through diligent effort and making the most of available resources, rather than relying solely on innate abilities. Socio-economic factors such as education, healthcare, and nutrition have a profound impact on multiple aspects of a child's life, as they shape their access to resources and opportunities that contribute to their well-being and success as they grow into adulthood (Bradley & Corwyn, 2002). For instance, studies have shown that access to quality healthcare and proper nutrition during early childhood can positively impact a child’s physical and cognitive development, leading to better academic performance and long-term health outcomes (Duncan & Magnuson, 2012). Adequate nutrition provides essential nutrients that support brain development and function, which, in turn, influence cognitive abilities and emotional well-being (Grantham-McGregor et al., 2007).
Similarly, access to quality education plays a significant role in shaping a child's intellectual development and prospects. The language infants speak growing up has a significant impact on their success in various aspects of life, including cognitive development, social integration, and career opportunities. The Sapir-Whorf hypothesis suggests that the structure of a language influences the way its speakers perceive and think about the world (Kay et al., 1984). Language shape cognitive processes, such as categorization, memory, and problem-solving, which, in turn, affect academic performance and intellectual abilities. Research has shown that infants who grow up in families speaking two or more languages often have cognitive advantages over monolingual peers, such as enhanced executive function, problem-solving skills, and cognitive flexibility (Bialystok et al., 2001; Bialystok et al., 2009). This occurs because the bilingual environment exposes the child to multiple language systems, requiring them to switch between languages and adapt their communication according to the context. This constant switching and adaptation help develop their cognitive skills, particularly in areas related to attention, working memory, and mental flexibility (Bialystok, 2009).
Also, the language they speak has an impact on various aspects of cognition, including thinking, learning, and memory as language helps organize and categorize experiences, facilitating thinking and learning (Boroditsky, 2011). Regarding vocabulary and knowledge, the words available in a language affect the knowledge infants acquire and how they think about various topics. A more extensive vocabulary may lead to a more nuanced understanding of complex concepts, making it easier to learn and remember information.
In conclusion, the role of nurture, specifically exposure to socio-economic status, language, and cognition, significantly impacts an individual’s success. A favorable socio-economic background provides access to better resources, while the language spoken shapes thinking and cognitive abilities
Possible Counter Arguments
Conversely, compelling evidence suggests that nature plays a significant role in shaping an individual's traits, behaviors, and overall success. Research on twin studies, genetic predispositions to health, and academic performance support the claim that genetic factors can be as influential as environmental factors.
Twin studies provide valuable insights into the influence of genetics on individual differences. Bouchard et al. (1990) conducted a famous study on monozygotic twins reared apart, which revealed a strong genetic influence on intelligence, personality traits, and vocational interests. This study demonstrated that even when individuals share similar environments, genetics play a substantial role in determining their traits and behavior.
Genetic predispositions to health conditions, such as obesity, diabetes, and heart disease, further support the nature argument. Studies have shown that certain individuals are more likely to develop these conditions due to their genetic makeup, regardless of their environment (Herrera & Lindgren, 2010).
Academic performance, too, has been linked to genetic factors as a study by Bartels et al. (2002) found that genetic factors accounted for approximately 60% of the variance in educational achievement among Dutch adolescents. According to Simonton (2008), certain individuals who are commonly referred to as ‘prodigies’ possess natural talents or exceptional abilities in particular areas such as music, sports, or mathematics, implying that many skills and attributes are inherent.
While practice and exposure to the right environment can nurture these talents, the innate predisposition for such abilities cannot be overlooked. The function and regulation of neurotransmitter systems, such as dopamine and serotonin, have a genetic basis and are known to influence various aspects of behavior, including mood, motivation, and impulsivity (Lobo & Nestler, 2011). This evidence indicates that genetics can significantly impact an individual's behavior through their effects on brain chemistry.
Many aspects of physical appearance, including height, facial features, and body type, are largely determined by genetics. This means that if a father is an athlete and has certain physical traits that contribute to his athletic abilities, his son inherits those same traits, making it more likely for him to also excel in athletics (Silventoinen et al., 2003).
Rebuttal
While genetic factors play a role, their effects may be more limited than environmental factors, as research has also shown that the environment shape biology in a significant way. In the case of twin studies, although genetic factors play a significant role in determining traits and behaviors, environmental factors still have a considerable influence on individual differences.
For instance, the expression of genes can be modulated by environmental factors, such as stress, nutrition, and social interactions, which can ultimately alter individual traits and behaviors (Meaney, 2010). Additionally, the development of the hippocampus, amygdala, and prefrontal cortex, all crucial brain regions involved in learning, memory, and emotional regulation, are significantly impacted by the quality of nurturing experiences during early life (Luby et al., 2012).
Regarding genetic predispositions to health conditions, it is essential to recognize that genes are not destiny, and environmental factors play a vital role in preventing or mitigating the manifestation of these conditions. The wellness wheel, which emphasizes the importance of nurturing multiple facets of a person's life such as physical, emotional, social, and intellectual well-being, supports the notion that individuals can modify their lifestyle and environment to minimize the impact of genetic predispositions on their health (Swanson et al., 2016).
According to Ericsson et al. (1993) possessing inherent talent alone is inadequate, as access to resources, opportunities, mentorship, and a supportive environment are necessary for individuals to attain their full potential. Developing talent, it's like fishing with a rod. Just having the equipment isn't enough - one needs guidance on how to use it. Similarly, having talent isn't enough without resources, opportunities, mentorship, and a nurturing environment as these are crucial for optimizing potential regardless of genetic factors.
Lastly, while genetic factors determine some aspects of appearance, environmental factors such as nutrition, exercise, and self-care practices have been shown to reduce the risk of chronic diseases and improve overall physical and mental health (Holst-Schumacher et al., 2019)
Conclusion
Personal development, which covers an extensive array of elements as illustrated by the wellness wheel, is profoundly influenced by nurture, eclipsing the role of nature. This highlights the dominance of environmental factors in shaping identities, ultimately surpassing the effects of genetic predispositions.
Although genetic factors contribute to various aspects of life, such as innate talents, predispositions to certain health conditions, and even academic performance, based on the evidence presented, it is clear that nurture has a more substantial effect and often times dictate nature itself. The environment and experiences play a pivotal role in shaping one's identity, with the influence of early childhood experiences extending well into adulthood.
These factors are also crucial in determining the success or failure of an individual throughout their life. In conclusion, recognizing the profound impact of nurture empowers individuals to take control of their lives by acknowledging and adapting to their environments. By doing so, they can overcome any inherent genetic predispositions and unlock their true potential. This powerful notion eradicates self-doubt and instills confidence in the limitless possibilities that lie within the realm of personal growth and self-discovery.
References
Alcock, J. (1995). The belief engine. Skeptical Inquirer, 19(3), 255-263. https://skepticalinquirer.org/1995/05/the-belief-engine/
Asch, S. E. (1951). Effects of group pressure upon the modification and distortion of judgments. In H. Guetzkow (Ed.), Groups, leadership and men: Research in human relations (pp. 177-190). Carnegie Press.
Bouchard, T. J., Lykken, D. T., McGue, M., Segal, N. L., & Tellegen, A. (1990). Sources of human psychological differences: The Minnesota study of twins reared apart. Science, 250(4978), 223-228. https://doi.org/10.1126/science.2218526
Meaney, M. J., Szyf, M., & Seckl, J. R. (2002). Epigenetic mechanisms of perinatal programming of hypothalamic-pituitary-adrenal function and health. Trends in molecular medicine, 8(4), 202-207. https://doi.org/10.1016/s1471-4914(02)02224-0
Duncan, G. J., & Brooks-Gunn, J. (Eds.). (1997). Consequences of Growing Up Poor. Russell Sage Foundation.http://www.jstor.org/stable/10.7758/9781610448260
Asch, S. (1961). EFFECTS OF GROUP PRESSURE UPON THE MODIFICATION AND DISTORTION OF JUDGMENTS. In M. Henle (Ed.), Documents of Gestalt Psychology (pp. 222-236). Berkeley: University of California Press. https://doi.org/10.1525/9780520313514-017
Sherman, G. D., Lerner, J. S., Josephs, R. A., Renshon, J., & Gross, J. J. (2016). The Interaction of Testosterone and Cortisol Is Associated with Attained Status in Male Executives. Journal of Personality and Social Psychology, 110(6), 921-929. https://doi.org/10.1037/pspp0000063
Maguire, E. A., Gadian, D. G., Johnsrude, I. S., Good, C. D., Ashburner, J., Frackowiak, R. S., & Frith, C. D. (2000). Navigation-related structural change in the hippocampi of taxi drivers. Proceedings of the National Academy of Sciences, 97(8), 4398-4403. https://doi.org/10.1073/pnas.070039597
Mehta, P. H., Jones, A. C., & Josephs, R. A. (2008). The social endocrinology of dominance: Basal testosterone predicts cortisol changes and behavior following victory and defeat. Journal of Personality and Social Psychology, 94(6), 1078-1093. https://doi.org/10.1037/0022-3514.94.6.1078
Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S. (1978). Patterns of attachment: A psychological study of the strange situation. Erlbaum.
Siegel, D. J. (2001). Toward an interpersonal neurobiology of the developing mind: Attachment relationships, "mindsight," and neural integration. Infant Mental Health Journal, 22(1-2), 67-94.
Luby, J., Belden, A., Botteron, K., Marrus, N., Harms, M. P., Babb, C., ... & Barch, D. (2012). The effects of poverty on childhood brain development: The mediating effect of caregiving and stressful life events. JAMA Pediatrics, 167(12), 1135-1142.
Swanson, K. S., Zera, R. T., & Koffel, E. (2016). Conceptualizing and treating comorbid chronic pain and PTSD.Pain Research and Treatment, 2016.
Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363-406.
Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S. (1978). Patterns of attachment: A psychological study of the Strange Situation. Lawrence Erlbaum.
Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development.
Cloitre, M., Stolbach, B. C., Herman, J. L., van der Kolk, B., Pynoos, R., Wang, J., & Petkova, E. (2009). A developmental approach to complex PTSD: Childhood and adult cumulative trauma as predictors of symptom complexity. Journal of Traumatic Stress, 22(5), 399-408.
Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53(1), 371-399. doi: 10.1146/annurev.psych.53.100901.135233
Lupien, S. J., McEwen, B. S., Gunnar, M. R., & Heim, C. (2009). Effects of stress throughout the lifespan on the brain, behaviour and cognition. Nature Reviews Neuroscience, 10(6), 434-445.
Duncan, G. J., & Magnuson, K. (2012). Socioeconomic status and cognitive functioning: Moving from correlation to causation. Wiley Interdisciplinary Reviews: Cognitive Science, 3(3), 377-386. doi: 10.1002/wcs.1176
Feldman, R. (2007). Parent-infant synchrony and the construction of shared timing; physiological precursors, developmental outcomes, and risk conditions. Journal of Child Psychology and Psychiatry, 48(3-4), 329-354. doi: 10.1111/j.1469-7610.2006.01701.x
Wellman, H. M., Lopez-Duran, S., LaBounty, J., & Hamilton, B. (2008). Infant attention to intentional action predicts preschool theory of mind. Developmental Psychology, 44(2), 618-623. https://doi.org/10.1037/0012-1649.44.2.618
Grantham-McGregor, S., Cheung, Y. B., Cueto, S., Glewwe, P., Richter, L., Strupp, B., & International Child Development Steering Group. (2007). Developmental potential in the first 5 years for children in developing countries. The Lancet, 369(9555), 60-70.
DOI: https://doi.org/10.1016/S0140-6736(07)60032-4
Kay, Paul & Kempton, Willett. (1984). What Is the Sapir‐Whorf Hypothesis?. American Anthropologist. 86. 65 - 79. 10.1525/aa.1984.86.1.02a00050.
Bialystok, E. (2001). Bilingualism in development: Language, literacy, and cognition. Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511605963
Bialystok, E., Craik, F. I., Green, D. W., & Gollan, T. H. (2009). Bilingual minds. Psychological Science in the Public Interest, 10(3), 89-129. DOI: https://doi.org/10.1177/1529100610387084
Boroditsky, L. (2011). How language shapes thought. Scientific American, 304(2), 62-65. doi: 10.1038/scientificamerican0211-62
Bartels, M., Rietveld, M. J. H., Van Baal, G. C. M., & Boomsma, D. I. (2002). Genetic and environmental influences on the development of intelligence. Behavior Genetics, 32(4), 237-249.
Herrera, B. M., & Lindgren, C. M. (2010). The genetics of obesity. Current Diabetes Reports, 10(6), 498-505.
Lobo, D. S. S., & Nestler, E. J. (2011). The striatal balancing act in drug addiction: Distinct roles of direct and indirect pathway medium spiny neurons. Frontiers in Neuroanatomy, 5, 41.
Silventoinen, K., Sammalisto, S., Perola, M., Boomsma, D. I., Cornes, B. K., Davis, C., ... & Kaprio, J. (2003). Heritability of adult body height: A comparative study of twin cohorts in eight countries. Twin Research, 6(5), 399-408.
Simonton, D. K. (2008). Scientific talent, training, and performance: Intellect, personality, and genetic endowment. Review of General Psychology, 12(1), 28-46.
Maslow, A. H. (1943). A theory of human motivation.Psychological Review, 50(4), 370-396