Researchers are currently also keen on looking at how nurture and natural behavior significantly contribute to human behavior by looking at temperament, personality, psychopathology, and cognitive traits. Nikehesani argues that the extent to which one’s biology affects behavior remains a topic of discussion and argues that the biological features they show make them unique among other individuals (Nikehasani 2018). Nikehesani also argues that nurturing behavior could also significantly contribute to one’s behavior. Therefore, the environment in which they are exposed is a major determinant of the kind of behavior they will portray. He says that nature as a theory significantly contributes to their behavior in terms of their intelligence and aggressive behavior (Nikehasani 2018). Levitt also brings about the same sentiment where he says that nature and nurture go a long way in determining the kind of behavior a person will demonstrate in real life. Levitt says that the two work hand in hand as a person may have biological traits which determine how they behave, and also the kind of environment they grow in determines the kind of person they will be in real life. Levitt says that as much as these traits bring out different aspects, trying to separate them has proven impossible and unproductive (Levitt 2013). However, as much as these scholars bring out these aspects, they fail to bring out how these human traits are determined by nature and nurture. Thus as much as one understands that they work together, it becomes a challenge to tell to what extent these two determine behavior which creates a gap for researchers to find out and give current data on how clear this can be made to individuals.
Despite the common recognition that the aspects of nature and nurture are significant, there are still hot debates over the issues in psychology. Eagle argues that since the foundation of the Association for Psychological Science, there has always been historical analysis of variations in nature and nurture and how they have significantly contributed to sex differences and similarities among individuals. Eagly states a misguided misinterpretation where people ask which has a stronger influence between nature and nurture. Eagly states that it should not be about which is the stronger force, but it should be about integrating the two aspects for the normal functioning of people’s day-to-day life. But it should be about overcoming the identity and ideological biases which integrate the aspects of nature and nature. Kan also brings out the same aspect where she argues that the kind of behavior human beings portray is contributed by the similarities or differences individuals and nature and nurture have a significant role in this. However, although these traits have looked at the ideological and identity issues in nature and nurture, they have created more complexities. Their study has only focused on one cause which has yielded a muddled scientific voice in public discourse. Thus, there is a need to focus on other sides and the sides aspect of the identity an ideological and identity issues of nature and nurture.
Galton argues that while people would say that some of the cognitive behavior people portray is the inborn environment have a major role in this. That includes the people they interact with, the family size, and also the parenting style. Galton argues that as much as some of these traits people are born with them, they come to fade away with time, and the only thing left for them to utilize is the people they interact with, and they are major contributors to what they will become. Galton argues that people are born blank, but they come to be meaningful as they grow up with time through what they are exposed to. Research conducted by the University of Portland also brings out this aspect of the environment being a significant contributor to human behavior. The institution refutes the argument on nature and nurture being intertwined and says that it is almost impossible for these two to work together; people only have the option of dropping one. However, one would argue from the perception that these studies are quite narrow as they only look at one side and fail to consider what impact the other side might have on people’s behavior. As much as the researchers’ side is critical and gives meaning to their research, there is also a need to evaluate both aspects to see the impact both can have on human behavior. Clarity about how to carry out these aspects on humans is also not clear. On the non-humans, such an experiment would be quite easy to conduct. Still, it is an almost close to impossible task among humans unless scholars understand how to carry it out.
Anelli et al., and Immordino et al., bring out the aspect of Social Emotional Learning and how it can be enhanced through training individuals. Such contributes to calm attentiveness and people being aware of their experiences which they would do by physical stance and visualization (Immordino-Yang, Darling-Hammond & Krone 2019). The scholars say that training individuals in such aspects help the brain function normally as they can think radically, reducing emotional stress. They can regulate emotions and also develop higher levels of social-emotional competence. In terms of the spatiality of the mental timeline, they say that nature and nurture aspects play fundamental roles in cognitive neuroscience, which happens mostly with brain-damaged patients. In this, the nurture aspect plays a major role in determining behavior and learning, mostly for the learners.
The nature vs. nurture aspects plays significant roles in determining the kind of behavior human will portray. Majorly scholars have argued that they stimulate behavior, with some leaning on the nurture aspect while other lean more on the nature aspect. Some say that some of the cognitive behavior people portray is inborn, but statics also indicate that the environment has a major role.
Nikehasani, M. (2018). Nature versus Nurture. https://academicworks.cuny.edu/gc_etds/2724/
Levitt, M. (2013). Perceptions of nature, nurture and behaviour. Life Sciences, Society and Policy, 9(1), 1-11. https://lsspjournal.biomedcentral.com/articles/10.1186/2195-7819-9-13
Immordino-Yang, M. H., Darling-Hammond, L., & Krone, C. R. (2019). Nurturing nature: How brain development is inherently social and emotional, and what this means for education. Educational Psychologist, 54(3), 185-204.
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