Nature & Nurture: Modules 11-12
Terms : Hide Images
| the study of the relative power and limits of genetic and environmental influences on behavior | ||
| every non-genetic influence, from prenatal nutrition to the people and things around us | ||
| threadlike structures made of DNA molecules that contain the genes | ||
| deoxyribonucleic acid; genetic formation in a double-helix; can replicate or reproduce itself; made of genes | ||
| the complete instructions for making an organism, consisting of all the genetic material in that organism's chromosomes. | ||
| twins who develop from a single fertilized egg that splits in two, creating two genetically identical organisms--Also called monozygotic twins. | ||
| twins who develop from separate eggs. They are genetically no closer than brothers and sisters, but they share a fetal environment--also called dizygotic twins. | ||
| a person's characteristic emotional reactivity and intensity | ||
| the proportion of variation among individuals that we can attribute to genetic differences. | ||
| 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 lead to increased reproduction and survival 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, and traditions shared by a large group of people and transmitted from one generation to the next | ||
| rules and expectations by which a society guides the behavior of its members | ||
| the buffer zone we like to maintain around our bodies | ||
| giving priority to the goals of one's group (often one's extended family, work group, or culture) and defining one's identity accordingly | ||
| giving priority to one's own goals over group goals, and defining one's identity in terms of personal attributes rather than group identifications | ||
| any physical or verbal behavior intended to hurt or destroy | ||
| the sex chromosome found in both men and women. females have two x chromosomes; males have one. an x chromosome from each parent produces a female child | ||
| the sex chromosome found only in males. When paired with an X chromosome from the mother, it produces a male child. | ||
| the most important of the male sex hormones. Both males and females have it, but the additional testosterone in males stimulates the growth of the male sex organs in the fetus and the development of the male sex characteristics during puberty | ||
| a set of expectations (norms) about a 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 |
