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Behavior genetics is a field in which variation among individuals is separated into genetic versus environmental components. The most common research methodologies are family studies, twin studies, and adoption studies.
The purpose of the Behavior Genetics Association is to promote scientific study of the interrelationship of genetic mechanisms and behavior, both human and animal; to encourage and aid the education and training of research workers in the field of behavior genetics; and to aid in the dissemination and interpretation to the general public of knowledge concerning the interrelationship of genetics and behavior, and its implications for health and human development and education.
Attachment theory is meant to describe and explain people's enduring patterns of relationships from birth to death. This domain overlaps considerably with that of Interpersonal Theory. Because attachment is thought to have an evolutionary basis, attachment theory is also related to Sociobiology.
There are two early cognitive social theories, those of Bandura and Mischel. Bandura pioneered the study of observational learning (or vicarious conditioning). He believed that, rather than operating in a mechanistic way, reinforcement provides information about future reinforcement. Such information can be gleaned by watching models' behavior rather than by behaving in a particular way and experiencing the consequences oneself. Note how this definition of reinforcement differs from that of Skinner, for whom one had to experience reinforcement personally to increase a target behavior. Note also that for Bandura, thinking is not an irrelevant activity that occurs within a "black box," but rather is an important object of study in its own right.
The five-factor model is comprised of five personality dimensions (OCEAN): openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism. The five dimensions are held to be a complete description and completely descriptive; their causes are a matter of relative indifference. The PEN Model, by contrast, is held to have a psychophysiological basis. Extraversion and agreeableness are only rotations of the dimensions in Interpersonal Theory.
How do people tend to think, feel, and behave--and what causes these tendencies? These are the questions that occupy personality theorists and researchers. This website deals with scientific research programs in personality. They are offered as candidates for the title "great ideas"; whether they are indeed great remains an open question.
Interpersonal theory deals with people's characteristic interaction patterns, which vary along the dimensions of dominance and friendliness. Interpersonal theory's two dimensions are part of the Five-Factor Model, and its interpersonal focus is shared with Attachment Theory.
To explain individual differences in personality or temperament, Eysenck proposed the PEN model and Gray attempted to reformulate Eysenck's theory. This paper summarizes and evaluates the PEN model. Special attention is given to the contribution of the PEN model to an experimental approach to the study of personality. In the PEN model, personality is comprised of three major dimensions: extraversion, neuroticism, and psychoticism. These descriptive dimensions have psychophysiological roots in which cortical arousal causes extraversion, visceral brain activation causes neuroticism, and gonadal hormones and enzymes cause psychoticism.
Many psychologists have claimed that certain emotions are more fundamental than others, often for very different reasons. According to the PEN Model, emotions arise as aspects of a person's personality. Many Personality Disorders include problems with emotions, in addition to problems with thoughts and behavior.
Intelligence might be defined broadly as facility at solving problems. Clearly, such facility is related to the competencies described in Cognitive Social Theories. The heritability of intelligence has been shown by many studies in Behavior Genetics.
To this day, how exactly to define intelligence is still debated. There are, however, two major schools of thought on its nature and properties. This paper examines and evaluates the two opposing theories on the nature of intelligence. The two opposing theories of intelligence are the one general intelligence school of thought and the multiple intelligences school of thought. The general intelligence proponents believe that there is one factor from which all intelligence is derived; the multiple intelligences proponents believe that there are different kinds of intelligence. Each theory has merit and evidence to support its claims.