What are the effects of genetics on psychological development

The exponents of genetic determinism are the views of Ertonian genetic determinism, which include: Psychological development is determined by genetic factors; The process of psychological development is the natural manifestation of hereditary qualities; The environment can only promote or delay the self-manifestation of genetic qualities.

What role do genetic factors play in human development? How big of an impact does it have? In fact, people's views are different.

First of all, genetics only provides the necessary biological prerequisites and development potential for human development. Second, human genetics hides great possibilities for development. Third, human maturity limits the processes and stages of human development.

Fourth, genetic differences have an impact on human development. Fifth, the degree to which genetics influences human development is related to whether it conforms to normality. Sixth, the influence of heredity on people has different effects at different stages of human development.

1) Genetic quality is the physiological premise and material basis for human physical and mental development.

Hereditary predisposition is the physiological and anatomical characteristics inherited from the previous generation, and these physiological conditions are also the basis for our development and growth. For example, a deformed child who is born without a brain will definitely not be able to think the day after tomorrow, because he does not have the organs to think. This illustrates that genetic qualities provide us with great life potential.

But heredity can be shaped, take the human brain as an example. The main functional cells that make up our human brain are nerve cells, and the nerve cells of the human brain are about 10 to the power of 11, and each nerve cell can receive information from 1,000 other nerve cells. As a result, a huge neural network is formed, and the brain is malleable because these neural networks can be changed and can be constantly enriched and expanded.

2) The maturity of genetic qualities restricts the development process and age characteristics of people.

The maturity of genetic quality provides the possibility for the emergence of physical and mental characteristics at a certain age, and at the same time restricts human development. For example, young children learn to walk, teenagers have a sharp increase in height, changes in bone structure, sexual maturity, and so on. We often say "three turns, six sitting, eight climbing, ten months will shout big", if let 3-month-old babies learn to walk, let 2-year-old children learn high math, not only futile but also useless.

Therefore, only after human development has certain physiological conditions, can it be further developed.

3) Differences in genetic qualities have a certain impact on human development.

There are also differences in people's genetic qualities, not only in the function of their posture and sensory organs, but also in the type of neural activity. The same nursery, babies with the same date of birth, but behaving very differently. Some are quiet and easy to fall asleep; Some of them moved their hands and feet, crying and shouting.

Some are very emotionally expressive, while others are slow to react. These differences are all closely related to the type of neural activity they have. It is impossible for a child born blind to train him to become a painter; A child who was born deaf is difficult to raise to be a ** family; A child with sensitive nervous activity and extraordinary intelligence is easy to cultivate; On the contrary, if it is a child who is born with mental retardation, it will bring great difficulties to the educational work.

In the history of child psychology, there has always been a debate between heredity and environment. Hereditarians believe that a child's development is determined by genetics. Galton, UK.

He used genealogy to study the inheritance of genius, and he came to the conclusion that the relatives of celebrities tend to become celebrities, which is enough to prove that bloodline has a powerful influence on the development of individuals, that is, genius is basically hereditary. Environmentalists hold the opposite argument. In their view, heredity only gives a certain possibility, and only environment and training can determine the outcome of its development.

Some even believe that the environment is everything, and deny genetic factors at all. Behaviorism.

Watson, the founder of the country, once said: "Give me a dozen able-bodied children, and raise them in my special circumstances, and I can guarantee any training that will make them any specialist—a physician, a lawyer, a painter, an entrepreneur—and a beggar-thief, regardless of their ancestors' talents, hobbies, character, and race." This confidence comes from his animal studies in which environmental factors are directly controlled by experimental methods.

With the debate between heredity and environmentalism, it can be said that both have abandoned radical views to a certain extent, and to a certain extent have absorbed the other's views into their own interpretive frameworks. In other words, hard-line geneticists or environmentalists have correspondingly become moderate geneticists or environmentalists. It is recognized that child development is the result of the interaction of genetic and environmental forces (including education and culture).

and jointly decided. Some scholars compare heredity to seeds and the environment to soil. It is true that plants cannot grow without seeds without soil, and it is impossible to grow without seeds without soil.

Others compare genetics and environment to fuel and oxygen, respectively, and fuel and oxygen are indispensable for combustion. By the same token, children need a synergy between genetics and the environment to thrive. However, this consensus between geneticists and environmentalists is quite general, and there is no consensus on the mechanism by which genetics and the environment play a role in child development.

1 Genetics, environment, and education are necessary for children's cognitive development.

They are not opposites, but mutually premised.

Good genetic factors and physiological development are the material basis for children's cognitive development, and without this condition, cognition will lose the natural premise of development. But no matter how good the genetic factors are, they only provide the possibility of cognitive development, and it is the environment and education that can make this possibility a reality. Many facts and studies have shown that without a normal living environment and education, people's genetic traits will not develop normally.

In 1970, a girl who had been isolated from the outside world for a long time was found in California, USA, and although raised by humans, due to being deprived of the opportunity to interact with humans and receive education (food was brought in by people but not communicated with them), when she was found at the age of 13, there was no normal physical and psychological development at all. It can be seen that it is not the material environment but the social environment that has a greater impact on human development, especially conscious educational activities.

2 Heredity and environment are interpenetrating and interacting.

More and more researchers have begun to analyze the role of genetic and environmental factors in an interconnected and dynamic manner. It is believed that any kind of factor is in the relationship of interpenetration and interaction with other factors, and organically forms a synergy with other factors to act on human development. Genetic and environmental factors are defined only for the convenience of research and are often difficult to clearly separate in reality.

Because from the perspective of germline evolution, some of the genetic qualities of human beings are the result of human beings adapting to the environment and transforming nature in the process of evolution, and some of the functions formed by the long-term interaction between humans and the natural world are consolidated in the form of genes to constitute genetic genes, that is, human heredity has obvious traces of environmental influence. Moreover, individuals always act on their surroundings in their own unique way in the process of development, that is, they select and transform the environment with their own genetic characteristics, whether it is the social environment or the natural environment.

All of them have left the imprint of human activities. In this sense, heredity and the environment are mutually inclusive and mutually transformative. There are different levels of human cognitive development, different stages and their own laws, and the development of different individuals shows huge individual differences.

The role of heredity and environment manifests itself in different forms and in different ways of interacting at various stages of development and in different individuals.

Heredity and environment work together in the process of psychological development. Genetic factors provide the possibility for psychological development. The role of environmental factors in people's psychological development is mainly manifested in:

First, the environment determines the magnitude of the possibilities provided by genetics, and to a large extent determines the process and direction in which this possibility is transformed into reality. Second. The environment determines the speed and level of an individual's psychological development.

Third. The environment determines the content of individual psychological development and restricts the direction of individual psychological development. Fourth, heredity and development interact in the formation of individual psychology and influence each other in the development of individuals.

The interaction between heredity and environment plays an important role in human psychological development.

Heredity and physiological maturity are important material prerequisites for children's psychological development, and heredity refers to the transmission of genes to enable offspring to acquire the characteristics of their parents. Hereditary qualities are the physiological and anatomical characteristics that children inherit from their parents. Under the influence of long-term environmental changes, the genetic material also changes, which is called genetic variation.

Good genetic quality is the superior foundation for children's psychological development, and quality defects are a huge obstacle to children's psychological development.

The role of heredity in children's psychological development is mainly manifested in two aspects: first, genetic quality is a necessary material prerequisite for children's mental development. Without the genetic quality of normal people, it is impossible to have the psychology of normal people, and heredity is the necessary material prerequisite for children's mental development.

Second, genetic differences provide the initial possibility for individual differences in a child's development. There are individual differences in genetic qualities between people. Genetic predisposition also affects different aspects of a child's mental development.

Heredity plays a role in the development of the child's mind, but it only provides the possibility for the child's development. The role of heredity in the development of children's minds is objective, but under the influence of the environment, this objective material premise can become a reality, and this reality will become the premise and possibility of continued development. Making full use of good genetic qualities can achieve twice the result with half the effort.

Physiological maturity refers to the growth and development of the body in terms of structure and function, also known as psychological development. The speed of development of organs in different systems is different in the early and late maturation and at different times, but they all have their own laws. The direction of children's physical development follows the law of beginning and end and the law of distance and proximity.

Children's physiological maturation does not progress at a uniform pace.

1. The role of heredity in human development.

First of all, genetic predisposition is the physiological prerequisite for human development, which provides the possibility for human development. Heredity refers to the physiological and anatomical characteristics and instincts inherited by human beings through genetic material, such as body structure, morphology, sensory and nervous system characteristics and instincts, also known as genetic quality, which is the natural or physiological prerequisite for human development. Genetic qualities themselves go through a process of development and maturation, which is manifested in the development and perfection of the morphology, structure and skills of various organs of the human body. The maturity of genetic quality provides the possibility for the emergence of physical and mental characteristics at a certain age, thus restricting the age characteristics of human development, as we often say, "three turns, six sits and nine climbs".

Thirdly, the differences in genetic qualities have a certain impact on human development. Each person's genetic qualities are determined by their individual differences, which are not only manifested in the function of the body and sensory organs, but also in the type of neural activity, such as babies who are quieter and easier to fall asleep, while others are more active and prone to crying.

Finally, genetic predisposition is malleable. With the role of environment, education and practical activities, people's genetic qualities are gradually changing, which is a strong evidence of the plasticity of genetic qualities. Just as today's teenagers are more than those in old China, their height and weight have increased, and their intellectual development has also increased.

Although heredity provides physiological possibilities for human development, the ultimate growth of a person does not depend on the genetic qualities of the person.

The role of the environment in human development.

First of all, the environment is the external condition of human development. The environment is the actual foundation and resource of human development, which is divided into two categories: natural environment and social environment, among which the social environment plays a major role in the impact on human development, which is the realistic conditions and source of reality for children's development, and plays an irreplaceable and important role in human development.

Secondly, the given nature of the environment and the selectivity of the subject. The givenness of the environment refers to nature, history, which is objective, prior and given to the developing individual. The selectivity of the subject is because people are agents of agency, and the agency, subjectivity, selectivity and creativity of individuals will gradually increase with age and experience, which produces different effects such as some people rising up and others being depressed in adversity.

Finally, the role of the environment in human development is inseparable from people's active activities in the environment. The givenness of the environment is inseparable from the selectivity of the subject, and the givenness of the environment does not limit the selectivity of people, but stimulates people's initiative and creativity, and the interaction between the two contains the possibility of diverse development of people.

Although the environment has an irreplaceable and important influence on human development, it also does not simply determine human development.

In summary, both heredity and environment play a major role in human development and have an important impact, but neither of them can determine the ultimate development of human beings, but only provide corresponding possibilities.