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| every nongenetic influence, from prenatal nutrition to the people and things around us | ||
| the study of the relative power and limits of genetic and environmental influences on behavior | ||
| threadlike structures made of DNA molecules that contain the genes | ||
| a complex molecule containing the genetic information that makes up chromosomes | ||
| the biochemical units of hereditary that make up the chromosomes; a segment of DNA capable of synthesizing a protein | ||
| the complete instructions for making an organism consisting of all the genetic material in the organism's chromosomes | ||
| twins who develop from a single fertilized egg that splits in two, creating two genetically identical organisms | ||
| twins who develop from separate fertilized eggs -they are genetically no closer than brothers and sisters, but shared a fetal environment | ||
| a person's characteristic emotional reactivity and intensity | ||
| the proportion of variation among individuals that we can attribute to genes -the ________ of a trait may vary, depending on the range of populations and environments studied | ||
| the effect of one factor (such as environment) depends on another factor (such as heredity) | ||
| the subfield of biology that studies the molecular structure and function of genes | ||
| the study of the evolution of behavior and the mind, using principles of natural selection | ||
| the principle that, among the range of inherited trait variations, those that increased reproduction and survival that will most likely be passed on to succeeding generations | ||
| a random error in gene replication that leads to a change | ||
| in psychology, the biologically and socially influenced characteristics by which people define male and female | ||
| the enduring behaviors, ideas, attitudes, values, and traditions shared by a group of people and transmitted from one generation to the next | ||
| an understood rule for accepted and expected behavior, the prescribe "proper" behavior | ||
| the buffer zone that people like to maintain around our bodies | ||
| giving priority to one's own goals over group goals and defining one's identity in terms of personal attributes rather than group identifications | ||
| giving priority to the goals of one's group (often one's extended family or work group) and defining one's identity accordingly | ||
| physical or verbal behavior intended to hurt someone | ||
| a sex chromosome found in both men and women -Females have two of them, whereas men only have one (a __-chromosome from each parent creates a female child) | ||
| the sex chromosome found only in males -when paired with a x-chromosome from the mother it produces a male child | ||
| the most important sex hormones -both males and females have it, but the additional ______ in males stimulates the growth of male sex organs in the fetus and the development of the male sex characteristics during puberty | ||
| a set of expectations (norms) about social position, defining how those in the position ought to behave | ||
| a set of expected behaviors for males and for females | ||
| one's sense of being male or female | ||
| the acquisition of a traditional masculine or feminine role | ||
| the theory that we learn social behavior by observing and imitating and by being rewarded or punished | ||
| a theory that children learn from their cultures a concept of what it means to be male and female and that they adjust their behavior accordingly |
