3.1.5 The Interaction Between Nature and Nurture

Meet Jamal and Jamie.

Jamal and Jamie are both taking a psychology course and are approaching the examination period.

Jamal has a relatively large working-memory capacity and fast processing speed. He comes from a culture that places a high value on conscientiousness. Jamal is also extraverted and enjoys studying with friends, which helps him explore and understand the information required for the examination.

Jamal has strong self-belief and was brought up in a home where failure was viewed as an opportunity to learn. He is the youngest of five siblings, all of whom live with him, and he can ask them for help when studying.

Jamie has dyslexia characterised by slower processing speed and weaker working memory. He receives 25% additional time in examinations. Jamie scores relatively highly on Neuroticism on personality measures and is also extraverted.

Jamie finds examinations stressful and can find it difficult to interpret questions within the available time. He often runs out of time.

He enjoys spending time with friends and playing sport, which helps him relieve stress, but he sometimes chooses this instead of studying.

Jamie grew up in a family where educational achievement was considered less important than having fun and experiencing life. He is also the youngest in his family, but his siblings are considerably older, have families of their own and live elsewhere.

During the examination, Jamal felt prepared, calm and focused. Jamie was focused but also stressed and did not feel as prepared as he could have been.

Both passed:

Jamal – A*
Jamie – C

Your Task

Using your knowledge of genetic/biological, environmental and cultural influences, explain some of the factors that may have contributed to Jamal and Jamie’s different experiences and examination outcomes.

In your answer, also consider how genetic and environmental influences may interact.