Nature-Nurture and the Cloned Human

The three levels in biopsychosocial theory (explained in Myers, 2006) are biological, psychological (e.g., cognitive and emotional influences), and social-cultural (unusual since these influences include those studied by social psychologists, e.g., family, peer, and other gathering influences). The influences in the three levels generally act with each other in accounting for the variability betwixt individuals. However, if a person wanted to be cloned, the person and the clone should be genetically identical, i.e., a result of the first level. We do know that identical agree are essentially clones (Myers, 2006).Genetics can fully account for characteristics such as genetic sex, and also can influence or pall to influence other personality characteristics of identical twins. Influence, however, means that genetic science interact with influences from the other two levels. Until the last paragraph of this paper, the assumption that designate establish on identical twins can be generalized to clones has been accepted. similar article The Case of the Boy Who Became a GirlThe goal of psychologists perusal personality is to account for the variability between individuals. Behavioral-genetic research, which has been furthering this goal, has been motivated by findings that similarities between identical twins do not vary as a function of whether the twins were reared together or apart, in that location is considerable between-twin variability, and espouse children do not plow characteristics with their adoptive families but do share them with their biological families (reviewed in Harris, 1995). in that respect render been consistent findings that 40-50% of the between-individual variability in personality characteristics is attributable to genetics, and the percentage of variability accounted for by genetics depends on the characteristic being studied (reviewed in Harris, 1995).Studies of genetics and IQ wads (reviewed in Neisser, et al., 1999) have p rovided evidence that genetics account for a great(p) percentage of between-individual (but not between-group) variability in scores (whatever these tests actually beak), though results can be mediated by other influences, e.g., by social expectations (from level three) and cognition (from level two).For example, children who do not trouble enough about their grades to appreciate the worksheet and memorization approach that passes for teaching at more schools (social expectations) may interpret these tests (cognitive influences) as yet another barrier invented by the educational system. Nonetheless, if you score well on an IQ test, theres a high probability that your clone will too. There are genetic predispositions for many characteristics, with varying degrees to which non-genetic factors interact with genetic ones, e.g., low gear (Behar, 1980), attitudes (Turner, 1993), alcoholism (Hill, 1990), altruism (Ruston, 1989), shyness (Kagan, Reznick, & Snidman, 1988).Need for Fu rther ResearchWhen volume think of cloning, they seem to be asking questions such as, if Einstein or Mozart were cloned, would the clone grow up to be a scientific or melodious genius? First, the clones and persons would dissent in some or many of their experiences both before birth (i.e., in the womb, identical twins differ in their positions, access to nutrition, etc.) and after. The clones would be predisposed towards scientific or musical accomplishment. However, Watson and Rayner (1920/2000) demonstrated that classical conditioning resulted in Little Albert becoming panic-struck of anything furry after only two trials in which the presentation of a white rat was followed by a loud noise. So who knows what would pass away if Einsteins or Mozarts clone tripped over an cyclopedia or violin?However, Einstein and Mozart were at the extremes of scientific and musical genius, where genetics are a greater influence than for aunt Edna, who teaches science at Dung Hill High School, o r for Grandpa Patrick, who entertains his family with heart-warming renditions of When Irish look are Smiling. So there should be a high probability that Einsteins and Mozarts clones would make important contributions to science and music. To my knowledge, there have not been identical-twin studies, where one or both twins authentic historical recognition for their accomplishments.A second type of question is cerebrate to possible differences in reproduction and cloning. Increasingly sophisticated methods of monitoring wag activity, e.g., functional magnetic resonance imaging, have resulted in studies that have provided evidence that particular areas of the instinct become activated as we develop untried abilities and acquire new forms of memories, and that over the course of development, there are fixed changes in a persons brain (reviewed in Damasio, 2002). belike the most interesting possible change is related to our understanding that we have an internal world separate fr om others. Piaget (1952/1963) studied how such a grit of self developed during childhood, and theres evidence that different brain areas are activated in response to self-relevant information than in response to other information (reviewed in Zimmer, 2005). Thus the question arises Is it possible for Aunt Edna and her clone to have a shared sense of self?ReferencesBehar, D. (1980). familial substrates of depression A clinical view. The Journal ofClinical Psychiatry, 41, 52-56.Damasio, A. R. (2002). How the brain creates the mind. scientific American SpecialEdition, 12, 4-9.Harris, J. R. (1995). Where is the childs environment? A group socialization theory ofdevelopment. Psychological Review, 102, 458-490.Hill, S. Y. (1990). Personality resemblances in relatives of male alcoholics A comparisonwith families of matched control cases. Biological Psychology, 27, 1305-1322.Kagan, J., Resnick, J. S., & Sidman, N. (1988). Biological bases of childhood shyness.Science, 240, 167-171.Myers, D. G. (2006). Psychology ordinal edition in modules. New York Worth.Neisser, U., Boodoo, G., Bouchard, T., Boykin, A. W., Brody, N., Ceci, S. et al. (1999).Intelligence Knowns and Unknowns. In R. J. Sternberg & R. K. Wagner (Eds.),Readings in cognitive psychology (pp. 486-532). Orlando, Fl Harcourt.Piaget, J. (1952/1963). The origin of intelligence in children. New York Norton.Rushton, J. P. (1989). Genetic similarity, clement altruism, and group selection.Behavioral and Brain Sciences, 12, 503-559.Tesser, A. (1993). The importance of hereditability in psychological research The caseof attitudes. Psychological Review, 100, 129-142.Watson, J. B., & Rayner, R. (1920/2000). Conditioned emotional reactions. AmericanPsychologist, 55, 313-317.Zimmer, C. (2005). The neurobiology of the self. Scientific American, 293, 92-101.