LEAH BRAGANZA: Hello.
My name's Leah.
Welcome to the feedback video for the first week
of developmental psychology.
I'm so happy to be here today.
And as you can see, I'm not Matt.
Matt is actually away.
He's on leave.
He's in the UK at the moment, having a great time.
And I'm very lucky to be here today
in his place delivering this feedback video for you.
So what I wanted to say before I actually
get into some of the comments and discussion that's
been happening this week, I really
wanted to acknowledge all of the contributions
that you guys as learners have made to the course so far.
It's really great to see.
I've been through each of the different talking
points and the discussions.
And not only are you guys sharing your thoughts
about the materials from your own experiences,
really going into depth.
I can see that you guys are applying
a lot of critical thinking to the material that's
being presented, which is really great to see.
And in addition to that, you're probing and asking questions
of other learners as well and really facilitating
that dialogue.
So I really wanted to acknowledge
that because it's excellent to see such rigorous discussion
and debate.
And just a reminder, too, to always follow your mentors
if you haven't already.
So Chiara and Oscar are in there adding to the discussion,
asking as many questions as possible.
And you guys are doing a great job, too,
in responding to them.
And so I just wanted to say what a positive environment
it is on the discussion so far.
And one other thing I wanted to say
is that I mentioned a few comments about some of you guys
who maybe haven't learned online before.
And so thank you so much for making those first posts
in the forums just saying that you haven't done this before
and you were a little bit nervous.
But it's great to see you put yourselves out there.
So don't be nervous.
It's a really friendly and respectful place.
And we really just want to hear what
you think about all of the different materials
and articles that we have in the course.
So with that in mind, let's get to the first item of discussion
for today, which is really about-- it's a big one.
It's about nature versus nurture or nature and nurture,
as some of the discussion points has really conveyed.
Now, it's one of the great debates in psychology.
And it's not only going to come up
in the context of developmental psychology,
although clearly, it's an absolutely appropriate place
to do that because developmental psychology is
all about how we grow and change across the lifespan.
But if you are taking perhaps some of the other courses
or go on to do perhaps a more formal education in psychology,
nature and nurture are going to come up
all the time because that's what we're doing in psychology.
We really want to understand what drives human behaviour,
what makes us who we are, why we do the things that we do.
And this is one of the ways that psychologists
try to understand it.
So when we think about nature, it's all about our genetics
and about biological factors, whereas nurture
is about the environment that we grow up in.
So it's our home environment, our school environment,
how our parents raised us, our siblings.
It's about our culture, society, and how
all of those factors interact, again, to produce who we are
and to really contribute to why we
behave in the many and varied ways that we do.
So that's what we mean by nature and nurture.
And I wanted to really comment on the discussion that
occurred around this great debate
this week because it seemed like you guys took
a couple of different approaches in how you were thinking
about this debate.
So on one hand, I noticed that there were a number of really
ambitious comments really trying to pin down and affix
a percentage on whether nature or nurture contributed
to specific behaviours or traits more than others.
And I think in response to some of that,
then we saw some emerging discussion a little bit more
nuanced where learners really got into the meat of this
and kind of thinking about, well,
what kind of behaviours are we actually talking about here--
exactly what we're talking about.
Because the context is important as well.
And I know that Oscar mentioned if we're talking about
something like height or eye colour, clearly,
our genetics have a lot to do with that.
But when we talk about other things, like our personalities,
or emotional intelligence, or our IQ, how we learn,
our cognition, these things are much more nuanced.
And I think we would all agree.
And it seems like everybody does agree so far, at least,
in the discussions that it's a really complicated interplay
of nature and nurture.
And as Matt says in his audio, that's
absolutely the position that we take today in psychology.
We take a really nuanced approach.
And I wanted to give an example of this.
One that really resonated with me--
and it's rather a textbook example
of how complicated this interplay is.
And the example is of the Genain quadruplets.
So these are identical quadruplets from the US,
so they have identical genes, DNA.
However, they all went on to develop schizophrenia.
So in this instance, in this example,
that clearly shows that there is a heritability component
to schizophrenia.
However, they developed it in different ways
and at different times.
And so this speaks more to the question mark over how much
our environment, society, culture, being raised--
nurture-- influences the expression of, in this case,
schizophrenia.
And one example of how their environment was different--
because they weren't all raised in the same home
with the same parents.
One example was two of the quadruplets
were actually treated more harshly by their parents.
And they also happened to be more severe.
Now, is it the case that the harsh treatment
led to the increased in severity of the mental illness?
Or was it because they were already more severe
that this made it more difficult for the parents,
and therefore, they were treated more harshly?
So in this case, it's a classic example
of how it's really quite difficult
to separate the influence of nature versus nurture.
And really, it's a complex interplay.
And things in psychology-- they don't go one direction.
One of the really important points
here is that the influences go both ways.
So how we are, our genes, will influence how we act
and how we navigate in the world.
And then that will lead to reactions and things that
happen to us in our environment that then will feed back
and influence how we are.
So it's never a one-way street.
Things like this in developmental psychology
absolutely go both ways.
So that was a rather long example,
but I hope it was interesting.
Because to me, that's a really fascinating example.
And I would encourage you guys to perhaps read
a little bit more about that if you're interested.
I think we can include a link, too,
if you wanted to go and check out more about the Genain
quadruplets.
But I should move on because there was another--
again, each of the different points.
There's so much interesting discussion.
And I did want to touch on the next point, which is
about developmental milestones.
And it was a really interesting talking point
because the example given that we wanted you guys to discuss
was whether a child, in this case, who learned
to walk a little bit late--
so at 15 months or 18 months compared
to the age range that's considered normal average,
which is 12 months--
whether or not the parents should be worried about that.
Should they be concerned?
Many of the learners asked here, is that abnormal?
And so in this case, it was a really great discussion.
And again, you guys really got to the heart and the nuance
of this discussion.
Because it's not necessarily problematic or an issue
if you're not always, in this case,
developing according to the specific age-related norms.
And you guys had some really great points about, well,
what's the range around this.
Because there were so many individual differences at
play here.
And it all depends on how you're raised
and how you were encouraged to walk
and whether the sibling's around.
There's so many factors that go into this.
And so I think we all agreed in the discussion
that it's not necessarily a problem by 15 or 18 months.
But some of you guys mentioned that perhaps
if the parents were worried, they could go and ask
a paediatrician.
So that seemed to be the general consensus on that point.
And the other point that I wanted to say here
was a really good one that was made
by one of our mentors, Oscar.
Because you guys made a really good case for one side.
But then on the other side, these age-related norms
can actually be quite helpful.
Because if there is a more serious developmental problem,
it can actually help to catch it early.
And so in some cases, it can actually
be very helpful to think about these age-related norms
and these milestones.
So that was that point.
And thank you again for all of your discussion on that.
It was absolutely wonderful.
Now, I think I'm almost coming to time.
So I did just want to acknowledge the remaining
discussion, which is still exploding by all of you guys
on the discussions.
And that was really around the effects of modern technology
on child development.
That's absolutely fascinating.
And I can see some great discussions on there
and the last area, which is all about the different lifespan
theories.
So please keep all of that discussion coming.
It's great to see all of the different debates
as you've been doing so far.
Ask questions of each other.
Get into some good discussions.
Don't hesitate to put yourself out there.
And our mentors will be sure to answer as many comments
as they can.
And yeah, I really hope that you're all
having a wonderful time in the course so far.
It's been great to observe all of these comments.
I wish I had time to go through more,
but I think we'll have to leave it there.
And just before I wrap up, I wanted to thank you all again.
As I said, keep the discussion going.
And I just wanted to remind you that this is actually
one course in a set of courses.
And if you're interested to find out more, we'll post a link.
And if you have any questions at all,
don't hesitate to let us know.
And we'll get back to you.
Thank you so much, and I really look forward
to seeing you next time.
Bye.
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