Nature vs nurture

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Good reason exists to doubt whether genes advantage black Americans at

sport as Jon Entine claims -- the phenomena of the birthday or age cut-off

effect. There is nothing genetic about being born in August rather than

September but it can profoundly change the odds on becoming a professional footballer or tennis player [as well as being treated for mental

Custom writing service can write essays on nature vs nurture

sub normality or dyslexia]. The cut-off effect shows that big population

differences need not be genetic since they can arise from apparently small

environmental ones. The mere existence of different numbers of blacks and

white in a sport thus says nothing by itself about genetic advantage [that

requires evidence of correlations between differences at the individual

level between anatomy and physiological sport related traits and actual

sporting success] -- dramatic population differences could equally be due

to apparently insignificant environment factors such as date of birth.

For example, in the English FA premier league over twice as many players,

285 are born in the three months Sept-Nov as the earlier three Jun-Aug,

136. Gene wise they are the same. In a similar way, the Dutch tennis year

starts from the beginning of the calendar year: half its young league

players between 12 and 16 are born in the three months January to March

(Dudlink, 1994; Edwards, 1994). The same effect with different months

(month cut-offs vary with sports) has been found in cricket with fast

bowlers, tennis players and hockey players. If having a birthday in the

wrong month can have such dramatic effects, what might be the effect of

having a dark skin and the constant prejudice that means you are

academically born dumb but bodily athletic?

Such effects could be large due to similar mechanisms to those that create

the birthday effect. This arises due to a self-amplifying advantage or

disadvantage in the opportunity to learn a skill. Individuals in a group

cannot all succeed or all failure. Some are winnowed as better. These tend

to those that are eldest in an age group -- those born in September against

August because they are slightly more mature in body and motor skills. This

initial advantage in turn accumulates and self-sustains in later years even

when the initial maturity difference has ceased.

The same effect occurs for reading and learning problems and could cause

avoidable educational failure (Bell & Daniels, 1990; Williams, Davies,

Evans & Ferguson, 1970). At the start of infant school, a child born on

August 31 will be in with kids born the previous September 1 --at their age

nearly a quarter of a life older. Worse, since vocabulary-based language

skills only start developing fully somewhere between two and three: a July

or August child will be competing against peers who have been speaking

nearly twice as long. For the average child this might not matter, but for

one with a problem it might educationally sink them. Less developed and

delayed, they will be different, unable to keep up with peers and at risk

of a cycle of self-reinforcing decline. When learning in groups, unable to

keep up with others, they will stop learning and end up at the bottom of

the class. Any problems will magnify as they fall further and further

behind. It can be seen in statistics: July and August children have a 50%

greater chance than other children of being diagnosed or treated as having

learning problems. To give some numbers of ESN (educational subnormal)

children in special schools from one study (Williams, 1964: table 2). (Note

the expected average should be within one child of 22 per month).

Month number

June 21

July 27

August 37

Sept 10

Oct 19

Nov 17

In Sweden which starts the school year in January, it is children born in

the autumn that have the problem.

The performance of black Americans on intellectual tests is known to relate

to apparently insignificant environmental factors such as the number of

blacks in their mother's class. Moreover, blacks are keenly aware of the

prevailing belief that they are not very smart -- something that is known

to produce anxiety and related poorer performance -- see Steele, C. M., &

Aronson, J. [1995]. Stereotype threat and the intellectual test performance

of African Americans. Journal of Personality and Social Psychology, 69,

797-811. The existence of such an anxiety factors raises the question

whether beliefs about sporting achievement might shape black American

performance in sports though enhanced confidence and ambition. Though

small, such an effect -- as with month age -- could self amplify itself

resulting in profound statistic effects as the population level.

Expectations, after all, about what an individual can do and cannot do have

profound effects upon their determination and persistence in such things as

training and so shape in a self-fulfilling way judgements made about what

they can do -- and with that the opportunities to further develop them.

Beliefs about self-efficacy as Albert Bandura has shown strongly effect

what we achieve see Bandura, A. (1982). Self-efficacy mechanism in human

agency. American Psychologist, 37, 122-147.

This is not to deny the possibility of a superior genetic ability in black

Americans in sport: only that citing population statistics is without

meaning. The real science must involve analysis at the individual level in

terms of anatomy and physiological traits, sporting success, and degrees of

African ancestry [a factor that varies markedly between black Americans].Please note that this sample paper on nature vs nurture is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on nature vs nurture, we are here to assist you. Your persuasive essay on nature vs nurture will be written from scratch, so you do not have to worry about its originality.

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