HDFS 401 1st Edition Lecture 6Outline of Last Lecture II. The Braina. Hemispheric lateralizationb. Neurons & Synapses III. The Brain & ExperienceIV. Mirror Neurons & The Social BrainV. Genetics & DevelopmentVI. Methods of Studying Genetics and Developmenta. Reaction rangeOutline of Current Lecture VII. Models of Genetic InfluenceVIII. Gene & Environment Interaction IX. 5 – HTT/ ADHDa. Environmental & Genetic Factors X. Temperament: Causes & Consequences a. Difficulty b. Easyc. Slow-to –Warm- Upd. Hard to Classify XI. Mary Rothbarta. Effortful Controlb. Negative Affectivityc. Extraversion Surgency Current LectureModels of Genetic Influence - Genetic makeup helps shape the environment - Gene/Environment = Correlation o Passive gene – environment association o Evocative gene –environment association - - the child elicits a response/ their behavior influences a response o Active gene – environment association - - like active stimulation/ will seek out environment that they likeThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute. Niche Picking – finding our “niche”/ what we respond well to/ shapes our personality/ will or can change over time Gene – Environment Interaction - People in the same environment are affected differently depending on their genetic makeup o Ex: people who have the alcoholism gene - - maybe the loss of a job will trigger this gene when it has never been triggered before in this person’s life. o Ex: gene for depression - - will react differently to situations because people know that they hold this gene and do not want to trigger it 5 – HTT - Gene that helps regulate transmission of serotonin, a chemical messenger in the brain, usually lower levels of serotonin - Decrease in self control, higher impulsivity, higher sensitivity to environment - If parents provide stable version then children will react less to itADHD - Attention deficit/hyperactivity disorder - Is a persistent pattern of behavior that leads to difficulties at home, in the classroom, and with peers- Have trouble sustaining their attention, run into conflict with adults, and often think of themselves as being “no good” o 3 Subtypes:  Predominantly hyperactive: impulsive  Predominantly Inattentive Combined hyperactive – impulsive & inattentive - To help – stimulants given – stimulates part of the brain that hold attention and control - Environmental and Genetic Factorso The prefrontal cortex seems to grow slower but them catches up/ attention braintissue seem to be thinner o Prenatal smoking/ substance abuseTemperament: Causes and Consequences - Temperament – an individuals typical mode of response including activity level, emotional intensity, and attention span - Thomas & Chesso Started the whole temperament idea Difficult babies (10%) – more active/ more negative affect/ harder to soothe/ less “easy going”  Easy babies (40%) – adaptable to environment/ easily soothed/ more positive/ happy baby - - elicit positive parents  Slow – to –Warm – Up (15%) – less stimulation/ more shy/ quiet/ more internal behaviors/depending on environment might shift/ hardest to parent Hard to Classify Babies (35%) Mary Rothbart - Created 3 dimensions that are more concrete and easily measured - Effortful Control – Attention focus (able to shift focus), inhibitory control, low-intensity pleasure - Negative Affectivity – way we express negative emotions, (frustration, fear, sadness, “soothability”- Extraversion Surgency – high intensity pleasure, (smiling, laughter,