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The development of ecological systems theory arose because Bronfenbrenner noted a lack of focus on the role of context in terms of development. He argued the environment in which children operate is important because development may be shaped by their interactions with the specific environment.
Children with genetic risks (such as having a genetic schizophrenia mother) were more sensitive to negative child-raring styles than those with no genetic risk. They are more likely to develop schizophrenia in undesirable child-raring style families. [21] This suggests the role of genetic factors in the development of schizophrenia.
Here, environment is playing a role in what is believed to be fully genetic (intelligence) but it was found that severely deprived, neglectful, or abusive environments have highly negative effects on many aspects of children's intellect development. Beyond that minimum, however, the role of family experience is in serious dispute.
Maturation is a guiding notion in educational theory that argues children will develop their cognitive skills innately, with little influence from their environment. [1] Environmentalism, closely related to behaviorism , is the opposite view, that children acquire cognitive skills and behaviors from their surroundings and environment.
Gene–environment interaction occurs when genetic factors and environmental factors interact to produce an outcome that cannot be explained by either factor alone. [6] For example, a study found that individuals carrying the genetic variant 5-HTT (the short copy) that encodes the serotonin transporter were at a higher risk of developing depression when exposed to adverse childhood experiences ...
The effect of shared environment, c 2, contributes to similarity between siblings due to the commonality of the environment they are raised in. Shared environment is approximated by the DZ correlation minus half heritability, which is the degree to which DZ twins share the same genes, c 2 =DZ-1/2h 2.
Socioemotional development, if occurring in an environment that lacks a regular pattern, can result in behavioral difficulties and symptoms of internalization. [ 5 ] An example of this can be seen in a study conducted by Urie Bronfenbrenner, in which he examines how the exchange of energy between the developing child and the persons and objects ...
Furthermore, the major processes through which life as a whole operates, including evolution, heredity and the development of particular organisms, can only be accounted for by incorporating many more layers of structure and process than the conventional concepts of ‘gene’ and ‘environment’ normally allow for.