Nature-Nurture and the Cloned Human

The three trains in biopsychosocial scheme (explained in Myers, 2006) be 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 some other group influences). The influences in the three levels generally interact with each other in depending for the variation amid individuals. However, if a person wanted to be cloned, the person and the clone should be genetically identical, i.e., a result of the primary level. We do know that identical twins ar essentially clones (Myers, 2006).Genetics can fully distinguish for characteristics much(prenominal) as genetic sex, and also can influence or fail to influence other personality characteristics of identical twins. Influence, however, means that genetics interact with influences from the other two levels. Until the last paragraph of this paper, the impudence that evidence based on identical twins can be generalized to clones has been accepted.Similar condition The Case of the Boy Who Became a GirlThe goal of psychologists studying 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, there is considerable between-twin variability, and adopted children do not circumstances characteristics with their adoptive families but do share them with their biological families (reviewed in Harris, 1995). There hold up 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 ticks (reviewed in Neisser, et al., 1999) have prov ided evidence that genetics account for a large percentage of between-individual (but not between-group) variability in scores (whatever these tests actually measure), 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 care enough about their grades to appreciate the worksheet and memorization approach that passes for teaching at many schools (social expectations) may interpret these tests (cognitive influences) as yet another obstacle invented by the educational system. Nonetheless, if you score well on an IQ test, theres a high probability that your clone result too. There are genetic predispositions for many characteristics, with varying degrees to which non-genetic factors interact with genetic ones, e.g., depression (Behar, 1980), attitudes (Turner, 1993), alcoholism (Hill, 1990), altruism (Ruston, 1989), shyness (Kagan, Reznick, & Snidman, 1988).Need for Further Re searchWhen people 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 melodic comedy genius? First, the clones and persons would differ 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 frightened of anything furry after however two trials in which the presentation of a white rat was followed by a loud noise. So who knows what would happen if Einsteins or Mozarts clone tripped over an encyclopedia or fiddle?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, or for Grandpa Patrick, who entertains his family with heart-warming renditions of When Irish Eyes are Smiling. So there should be a high probability that Einsteins and Mozarts clones would bedevil 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 related to possible differences in counter and cloning. Increasingly sophisticated methods of monitoring spirit activity, e.g., functional magnetic resonance imaging, have resulted in studies that have provided evidence that particular areas of the judgement become activated as we develop cutting abilities and acquire new forms of memories, and that over the course of development, there are permanent changes in a persons brain (reviewed in Damasio, 2002).Probably the most interesting possible change is related to our understanding that we have an innate world separate from others. Piaget (1952/1963) studied how such a sense of self developed during childishness, and theres evidence that different brain areas are activated in reaction 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 eighth 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, human altruism, and group selection.Behavioral and Brain Sciences, 12, 503-559.Tesser, A. (1993). The enormousness 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.