Lec 10

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Nov 24, 2024

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Lec 10: Describe different types of genetic disorders and their impact on child development. 1. How are genetic disorders transmitted? 2. What are some examples of dominant and recessive genetic disorders? 3. How are X-linked disorders transmitted, and why do they affect males more than females? 4. What are some examples of X-linked disorders? 5. What are some examples of disorders caused by defects of the autosomes? 6. What are some examples of disorders caused by defects of the sex chromosomes? FAMILY STUDIES Children inherit 50 percent of their genes from each parent. Siblings, on average, share 50 percent of their genes. Grandparent and grandchild share 25 percent, as do aunts and uncles with their nieces and nephews. Th e family-study approach asks whether the phenotypic similarity on some trait follows from the genotypic similarity among the people being compared. If it does, then you should be more similar to your parents or siblings than you are to an uncle or cousin, and more similar to your uncle or cousin than you are to people with whom you share no genes. TWIN STUDIES Approximately 1 of every 85 births yields twins, providing investigators with an interesting oppor- tunity to study the role of genetic similarity. Twins come in two varieties (see Figure 3.6). Identical twins develop from the same fertilized egg and are called monozygotic twins (MZ) (mono, “one”; zygote, “fertilized egg”). Th ey have exactly the same genes. Fraternal twins develop from two dif- ferent eggs and are called dizygotic twins (DZ) (di, “two”). Th eir genetic makeup is no more similar than that of any two children who have the same parents; on average, 50 percent of the genes of dizygotic twins are the same. Because identical twins have exactly the same genes, comparing how similar they are allows researchers to see the contribution of heredity to a variety of traits or behaviours. However, because identical twins have been together since birth (indeed, since conception), they also tend to share an extremely similar environment. MODELS OF GENE–ENVIRONMENT INTERACTION

When thinking about the role of genes in development, we must keep in mind an important dis- tinction that we fi rst discussed in Chapter 1. Recall that some psychologists focus on normative development—they are concerned with the ways in which humans are alike. Other psychologists are more interested in idiographic processes—they focus on what makes us diff erent from one an- other. We can look at this issue in another way. Humans are diff erent from other species, which are in turn diff erent from one another. What gives a species its identity are the characteristics that all members share; that is, how they are alike. Th ere is no doubt that genes are responsible for making each species unique; psychologists who study normative development are really trying to learn about humans as a species. But humans (and all other animals) also diff er among themselves —not just in physical characteristics, but in behaviour and development as well. Th ese are the individual diff erences of interest to psychologists who take an idiographic approach. How much of a role do genes play in these sorts of diff erences? Th is is the main question being asked today by researchers in the fi eld of behaviour genetics.

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