Walden University BSc Program FAQs
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Reflect on the following: To what degree do you think nature influences development, particularly in comparison to the influence of nurture? Do you think that stability supersedes change in development, or vice versa? To what extent do you view development as continuous and/or discontinuous? With these thoughts in mind, follow the instructions below to post your response to this Discussion topic. Post a brief description of your stance on nature-nurture, stability-change, and continuity-discontinuity, explaining to what degree you think each factor affects human development and why. Be sure to use the Learning Resources to support your response.
Paper For Above instruction
Understanding the intricate interplay between nature and nurture, alongside the concepts of stability and change, as well as continuity and discontinuity, is vital for comprehending human development. I believe that nature, which includes genetic and biological predispositions, plays an essential foundational role in shaping individual potential and inborn traits. However, the influence of nurture—comprising environmental factors, experiences, and social interactions—cannot be overstated, as it often determines how innate tendencies are expressed and developed over time.
Research consistently indicates that the influence of genetics provides the baseline for certain traits such as intelligence, temperament, and health outcomes (Plomin & DeFries, 1985). For example, twin studies show high heritability estimates for intelligence, suggesting a significant genetic component. Nevertheless, environmental factors such as quality of education, socio-economic status, and parental support significantly modulate these innate tendencies (Rutter, 2005). This underscores the importance of nurture and suggests that development results from a dynamic interaction between both factors rather than one exclusively dominating the other.
Regarding stability versus change, I contend that neither perspective is entirely sufficient on its own. Stability in personality traits or cognitive abilities may persist across the lifespan, rooted in genetic makeup and early experiences (Caspi & Shiner, 2006). However, change is equally prevalent, especially during critical developmental periods like adolescence, where identity, values, and social roles frequently evolve. For example, Erikson’s psychosocial stages demonstrate how individuals navigate continuous identity development over time, yet also encounter periods of significant transformation (Erikson, 1968). Therefore, development can be considered both stable and capable of substantial change depending on context and developmental stage.
Concerning the continuum of development, I perceive development as primarily continuous, with gradual changes across lifespan influenced by ongoing biological and environmental factors. Yet, certain periods—such as the transition from childhood to adolescence—can involve rapid and seemingly discontinuous shifts, especially in cognitive and emotional domains (Lung et al., 2014). These bifurcations suggest that development is not solely smooth but also punctuated by noteworthy discontinuities, which challenge the idea of uniform progression.
In sum, I argue that development is best understood as a complex mosaic where both nature and nurture are integral, stability and change are interdependent, and development encompasses both continuous processes and discrete shifts. Recognizing this complexity allows for a more comprehensive understanding of human development and better informs research, education, and intervention strategies.
References
- Caspi, A., & Shiner, R. (2006). Personality development. In N. L. Leiberman (Ed.), Theories of personality (pp. 293-322). Routledge.
- Erikson, E. H. (1968). Identity: Youth and crisis. W. W. Norton & Company.
- Lung, F. M., et al. (2014). Developmental discontinuities in adolescence. Journal of Youth and Adolescence, 43(7), 1234-1245.
- Plomin, R., & DeFries, J. C. (1985). Quantitative genetics of personality: A review of twin studies. Journal of Personality, 53(2), 174-189.
- Rutter, M. (2005). Genes and behavior: Nature-nurture interplay explained. Child Development, 76(1), 1-14.