Читать книгу Introduction to Abnormal Child and Adolescent Psychology - Robert Weis - Страница 88

The diathesis–stress model shows that both genes and environment influence development. A second influential model, developed by Sandra Scarr and Kathleen McCartney (1983), shows that genes and environments are not independent. According to the gene–environment correlation model, we sometimes select environments that complement our genotypes. Specifically, there are three types of gene–environment correlations: passive, evocative, and active.

Although our biological parents determine our genotype, they also determine the quality of our early environmental experiences. Our genes and early experiences are related. For example, parents with high intelligence may pass on this genetic predisposition to their children. At the same time, because of their high intelligence and (perhaps) income, these parents have access to higher-quality medical care, nutrition, childcare, and schools. Intelligent parents speak and read to their children frequently, provide stimulating educational toys, and take their children on outings. In this manner, their children passively receive genotypes and early environmental experiences conducive to high intelligence.

As children develop, their phenotype gradually emerges from the interaction between their genotype and early environment. Like their parents, they may begin to show signs of above-average intelligence. They show well-developed verbal skills, learn more quickly than their peers, perform more tasks independently, and are curious about a wide range of topics. These behaviors evoke certain responses in others. School personnel may identify these children as gifted and provide them with more enriched educational experiences. They may be admitted into accelerated classes in high school and gain academic scholarships to selective colleges.

As children continue to develop, they actively select environmental experiences conducive to their genotype. For example, they might develop friendships with other bright children with similar interests and hobbies; seek out extracurricular activities that satisfy their curiosity in science, music, or art; and select challenging and rewarding majors in college. In a sense, youths select their own environments based on the cumulative influence of their genes and early experiences.

Now that you know the basics of gene–environment correlation, consider Kirby (From Science to Practice). Can you explain the emergence of Kirby’s problems using the concept of passive, evocative, and active gene–environment correlation?