THEORIES: CONTEMPORARY BIOLOGICALLY-BASED THEORIES Ethological Theories Characteristics Genetic emphasis Capable children Instinctive motives Philosophical origin Observational methodology Weaknesses Behavior Genetics Clarifications Heritability coefficients Assumptions Shared & nonshared environments (Hoffman) Genotype/environmental interactions (Scarr & McCarthy) -- Passive GEIs -- Active GEIs Scarr & McCartney Genetic-Environmental Interactions Passive genotype/environment interactions: parents contribute to their children by providing them with genes and with an environment in which they can grow -- and the environment which they provide is not independent of the parents' genes (e.g., exercise -- the children may come to enjoy physical exercise for both hereditary and environmental reasons -- the parents provide an environment that promotes vigerous activity, and the children have genotypes that are facilitated by that environment -- and so the two may be inextricably intertwined. So the environment is partly genetically determined! Evocative genotype/environmental interactions: kids with different genes may evoke different reactions from their environment (e.g., smilely babies are responded to differently in their social environments than are nonsmilely babies). As Shaffer states: "heredity affects the character of the social environment in which the personality develops." As a result, genotype and environmental stimuli become correlated, and again inextricably intertwined! Active geotype/environmental interactions -- Niche picking: the environments children chose will be dependent upon their genes -- will be compatible with their genetic predispositions. So smart kids chose to be in intellectually stimulating environments -- in which they become even smarter; whereas not-so-smart kids chose less intellectually stimulating environments in which their intellectual growth will be decellerated. Again, heredity and environment are intertwined inextricably.