PSYCH 333 1nd Edition Lecture 3 Outline of Current Lecture I. Multidimensional vs One-Dimensional ModelsII. The Nature of GenesIII. Genes and the EnvironmentCurrent LectureMultidimensional vs One-Dimensional Models- Models refers to disorders and the causes or influences that cause a disorder - Multidimensional Models:-Involve role of genes; neuroscience; behavioral and cognitive sciences; emotions; culture, social, and interpersonal factors; and lifespan development-most disorders are a complicated mix-up between the above factors-they are systemic and complicated-several independent inputs that become interdependent-causes cannot be considered out of context- One-dimensional models:-rarely occur-operate in isolation; linear causal model; ignores critical info- Phobias have the fastest diagnosis rate and cure rateThe Nature of Genes- Genes:-Long molecules of DNA; double helix structure-located on chromosomes-determine physical characteristics-influence personality and hormonal areas in brain (genetic predispositions)- Dominant vs recessive genes-dominant only need one gene to be activated; recessive needs two- Very few single-gene determinants -although there are genetic tests currently that can tell you whether you have that single gene that causes which ever disorder - Polygenetic influences- when you have a certain gene it is not inevitable that it will become active, but often likely to developThese 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.- Quantitative genetics:-accounts for small, individual effects of several genes-gene expression and gene environment interactions causes activation of certain gene- Behavioral genetics- role of genes and psychological disorders-effects of combination of genesGenes and the Environment- Eric Kandel- Nobel peace prize winner for use of sea slugs to understand extent of neuroplasticity within the brain-studied sea slug babies from two moms, one with high anxiety and one with lowanxiety. Switched the babies to be raised by other mother, observed level of anxiety between baby sea slugs and the next generations that followed-learned that learning affects the genetic structure of cells and the activation of dormant genes more flexibility within genetic neurological makeup than knew before-there is continued development within the brain over lifespan; brain structure has more plasticity than is hardwired-Diathesis-Stress Model: combination of biological predispositions and social context that activate certain genes- Diathesis- inherited tendency to express traits and behaviors genetic predispositions - Gene-Environment Correlation Model: genes shape how we create our environment-inherited predispositions or traits increase one’s likelihood to engage in certain activities, seek out certain situations, or interact with certain people- Cross Fostering Studies of Development (Eric Kandel’s above experiment)-when child doesn’t express certain traits, the next generation has a less influential diathesis than previous generations traits become more difficult to activate the less they are activated in past generations- Critical vs Sensitive periods- the environment has more of an impact on gene predisposition activation when the person is in a sensitive or critical time during development- Approximately 50% varience in personality or cognitive characteristics is determined by genes-the gene-environment relationship is complex but highly important to understand- Genes create the “bounds” or “restraints” around what the environmental impact can be on behavior, cognition, and emotions-environment causes activation of genes in most