1. BIOLOGICAL LEVEL OF ANALYSIS Genetics & Ethics

2. Biological LoA: Genetics & Behavior Behavioral genetics: Understanding how both genetics and the environment play a role to individual variations in human behavior. Rhesus macaque monkeys & humans  93% genes are shared, the 7% makes a large difference Complexity of genetics: Inheritance contributes to behavior and acts as a building block however, it is not probable that one specific gene is responsible for complex behaviors:  Intelligence, criminal behavior, attachment, altruism

3. + = DISORDER The diathesis-stress model The model looks at the genetic/biologic vulnerability to a disorder/disease and the stress or traumatic environmental stimuli that may trigger a disorder (such as depression) The diathesis-stress model uses the analogy of a "walking time bomb" to help explain why, for example, not 100% of identical twins both get depression. It also helps to explain why a large percent of people in traumatic situations (post 9/11, rape, etc.) never develop PTSD. The model further talks about a balance -- the greater the diathesis or predisposition, the less the stress required for the disorder to "appear" and visa versa. Biological / genetic predisposition Stress (environment)

4. Inheritance Genes that are passed down from parents to their off- spring Humans are composed of 23 pairs of chromosomes (23 + 1 chromosome for down-syndrome)  20,000-25,000 genes James Watson: Human Genome Project  1990-2003  Mapped human genes  Regardless of this amazing accomplishment, the role of specific genes are still unknown

5. Genetic Research Based off of correlation studies Independent variable is not manipulated, so no cause and effect can be determined. Three types:  Twin Studies  Family Studies  Adoption Studies

6. Monozygotic (MZ) Dizygotic (DZ) Identical: one egg split in two Share 100% of genes  Same sex Fraternal: Formed from two separate eggs Share 50% of genes just like any other siblings  Same or different sex Twin Studies Used as basis for hypotheses since they show the different degrees of genetic relationship. In twin studies the correlation found is known as concordance.

7. Family Studies More representative of the general population Different degree of relatedness is compared with behavior to determine the impact of genes. Child Mother (50%) Grandparent (25%) Father (50%)

8. Adoption Studies  Used to determine how great of an impact environment plays in behavior since the child does not share any genes with foster parents.  Often criticized because of selective placement  Agencies tend to find adoptive parents that are similar to their biological parents which cause a difficulty in determining separating genetic inheritance from environment influences. This process is known as selective placement.

9. Evolution Another principle of the biological LoA is that the environment presents obstacles & challenges for each individual. In essence, those that adapt have a better chance of survival & having offspring which allows their genes to be passed down.

10. Theory of Natural Selection Members of a species acquire adaptive behaviors to survive the ever-changing environment (those better suited for environment will breed and pass on characteristics) http://youtu.be/Pt2gHpqfZNA Adaptation: Species develop characteristics that make it more competitive in its environment Charles Darwin (Galapagos Island, finches, beaks)  On the Origin of Species (He didn’t yet know of the biological process through which traits are inherited)  Descent of Man

11. The Descent of Man findings We humans share several behaviors with other animals  Mate selection  Love of mother for offspring  Self-preservation  Similar facial expressions as apes  Similar feelings as animals

12. Monkeys vs. Humans Tetsuro Matsuzawa (2007) Looked at spatial memory in young chimps Used 3 chimps that were taught to recognize the numbers 1-9 on a computer Humans and chimps saw number flashed on a touch screen monitor and then the numbers were covered with blank squares and then were asked to touch the squares in sequential order. http://www.youtube.com/watch?v=Gf3_JrTEGW0

13. Findings Humans had more errors and less accuracy as numbers were flashed and replaced by squares quicker  As agriculture developed, spatial memory skills aren’t as important for finding food  Perhaps this skill was replaced by the ability to develop language Chimps had astonishing memory; no difference in their recall in relation to the amount of time that the numbers were replaced with squares.  Adaption for survival skills such as remembering where food and danger is located in the rain forest

14. Ethics

15. What are Ethics?  Standards for proper and responsible behavior  Promote dignity, foster human well-being, and maintain scientific integrity

16. Those that were unethical Harry Harlow (separated baby monkeys from mothers to research attachment)  http://www.youtube.com/watch?v=OrNBEhzjg8I http://www.youtube.com/watch?v=OrNBEhzjg8I Phil Zimbardo (Students role playing prisoner guards to measure the impact of authority roles)  http://www.youtube.com/watch?v=1jdOoxnr7AI http://www.youtube.com/watch?v=1jdOoxnr7AI Stanley Milgram (“painful shocks” to another person to measure obedience) All were highly publicized in the 1960s and 1970s and ethical guidelines were strengthened  http://www.youtube.com/watch?v=W1zlCybdvdg http://www.youtube.com/watch?v=W1zlCybdvdg

17. APA Guidelines No Unnecessary Deception No pain to humans or animals Protect confidentiality

18. Confidentiality Keep personal information private  Use numbers to label participants, not their actual name Do NOT share ANY information that could be harmful to the individual(s) or any other information that should be kept private Keep data objective Store data in a secure location

19. Informed Consent Some research may cause stress or discomfort if so, you must receive informed consent.  Emotional/mental stress Explain study and allow participants to have a choice to participate or not. If under 18 must receive PARENTAL CONSENT

20. Debriefed The nature of the experiment (what was being studied) The results and conclusions must be shared with all participants

21. Ethical Considerations Because research in human genetics looks to identify certain genes involved in hereditary diseases there can be some negative outcomes:  May pose risks to participants due to the link between genetic heritage and people’s life  Information obtained may cause stress to participants family  If misused, information can be stigmatizing which could lead the inability to get a job or health insurance.

22. Other Ethical Considerations You may not BRIBE or FORCE participants to be a part of your research. Conduct your research at a location that is free of distractions and where participants information will remain confidential. You must allow them to leave at any time. Larger sample sizes are preferred for situations of individuals leaving or not showing up. Don’t skew your data to support your hypothesis  It’s alright for your hypothesis to be null

23. Specific Considerations Regarding Confidentiality Aboriginal people may object to genetic studies Eugenics and other forms of discrimination is the cause.  Research to find “good genes” and encourage “better breeding”  Produce healthier and more intelligent offspring Consent and speaking to community leaders are a must for many aboriginal and ethnic groups.