Psychology GNED 1117

Assignment 1 Nature vs. Nurture

By: Alexandra Mcpeake
Part 1 (12 marks)
Brainstorming and gathering evidence

Theories for Nature

Cognitive psychology:
-Often considered irrational
fear of social situations
-Makes choices according to
fear or risk of
embarrassment
-Avoid doing things that
could make people think
poorly of them
-Effects ability to solve
problems- avoid certain
social risks
-Creates irrational perception
of situation
Personal or Scholarly
Research:
Mathew, S., Coplan, J., &
Gorman, J. (2001).
Neurobiological Mechanisms
of Social Anxiety Disorder.
American Journal of
Psychiatry AJP, 158(10),
1561 Retrieved October 15,
2015, from
http://ajp.psychiatryonline.org
/doi/10.1176/appi.ajp.158.10.
1558
Textbook research:
Wood, E, S., Wood, E, G,.
Boyd, D., Wood, E.,
Desmarais, S. (2015).
Psychological Disorders. In
The World of Psychology, 7th
Canadian Edition, DSM-5
Update Edition, P. 363

Theories for Nurture

Behaviourism:
-Frightening experiences can
invite social anxiety
-Can be developed through
trauma or experience
-shake, blush, sweat,
clumsy, foolish, incompetent
-Fear eating, talking etc. In
front of others
-Fear public speaking
-Early age of onset
-Symptoms begin to appear
in childhood or early
adolescence (average age of
13)
-This makes it hard to
maintain relationships
throughout lives

Theories that combine both

Psychoanalytic:
-majority of people never
even get help because the
are unconscious to disorder
-attribute symptoms to
shyness
-many phobias acquired from
listening or observation
"listening to someone tell a
story"
-imagining worst fears
-many people unaware of the
reasons for their phobias

Personal or Scholarly
Research:
Shields, M. (2004). Social
anxiety disorder: More than
just shyness, Statistics
Canada. Supplement to
Health Reports, Volume 15,
P.49

Personal or Scholarly
Research:
Shields, M. (2004). Social
anxiety disorder: More than
just shyness, Statistics
Canada. Supplement to
Health Reports, Volume 15, P.
57

Textbook research:
Wood, E, S., Wood, E, G,.
Boyd, D., Wood, E.,
Desmarais, S. (2015).

Textbook research:
Wood, E, S., Wood, E, G,.
Boyd, D., Wood, E.,
Desmarais, S. (2015).

enter your textbook-based

point here with citation

Psychological Disorders. In
The World of Psychology, 7th
Canadian Edition, DSM-5
Update Edition, P. 363

Psychological Disorders. In
The World of Psychology, 7th
Canadian Edition, DSM-5
Update Edition, P. 364

Biological:
-Anxiety emotions associated
with activation of right frontal
region
-People with anxiety had
larger increase in activation
in right anterior temporal and
lateral scalp regions
-EEG demonstrated higher
right frontal lobe activity, and
intense defensive responses
in those diagnosed
-There is a 15% first-degree
chance of developing SAD if
a parents had it
-Several neurotransmitter
systems implicated in SAD
(serotonin transporter and
dopamine receptor) allowed
for associations between
genes/traits to SAD (1)
-Serotonin and
norepinephrine play
important role in disorders
that affect mood
-Both localized in limbic
system and hypothalamus
-Lack of either can result in
increased social anxiety

Socio-Cultural:
-Some cultures place higher
value on social norms,
increasing the expectations
of social standards
-Western medicine vs.
Eastern medicine; different
countries and attitudes
towards diseases and
illnesses
-Anxiety increases and
decreases with varying
exposures (Americans and
heart attacks vs. Africans
and HIV)
-Developing countries
experience anxiety about
health, living standards
-May misunderstand actions
or gestures in different
culture
-Interacting with new
cultures may lead to
increased social anxiety
(norms)

Humanistic:
-Those suffering from social
anxiety can seek treatment
and improve their capabilities
-Less likely in people who
tackle life's challenges;
complete school, receive
social comfort
-Parents can teach children to
face fears in a nonthreatening way
-Therapy, self-help, other
services to avoid social
anxiety
-Humanistic Therapy;
encourages personal growth,
how to reach potential,
overcome behaviour
-Allows self-determination
-Ability to overcome fears and
move forward without anxiety

Personal or Scholarly
Research:
Mathew, S., Coplan, J., &
Gorman, J. (2001).
Neurobiological Mechanisms
of Social Anxiety Disorder.
American Journal of
Psychiatry AJP, 158(10), P.
1561 Retrieved October 15,
2015, from
http://ajp.psychiatryonline.org
/doi/10.1176/appi.ajp.158.10.

Personal or Scholarly
Research:
Hofmann, S., Asnaani, A., &
Hinton, D. (n.d.) (2010).
Cultural Aspects in Social
Anxiety and Social Anxiety
Disorder. P. 1117-1127
enter your personal or
scholarly point here
Textbook research:
Wood, E, S., Wood, E, G,.
Boyd, D., Wood, E.,
Desmarais, S. (2015).
Psychological Disorders. In
The World of Psychology, 7th

Personal or Scholarly
Research:
Shields, M. (2004). Social
anxiety disorder: More than
just shyness, Statistics
Canada. Supplement to
Health Reports, Volume 15, P
Textbook research:
Wood, E, S., Wood, E, G,.
Boyd, D., Wood, E.,
Desmarais, S. (2015).
Psychological Disorders. In
The World of Psychology, 7th
Canadian Edition, DSM-5
Update Edition, P. 322, 387

1558
enter your personal or
scholarly point here

Canadian Edition, DSM-5

Update Edition, P.21

Textbook research:
Wood, E, S., Wood, E, G,.
Boyd, D., Wood, E.,
Desmarais, S. (2015).
Psychological Disorders. In
The World of Psychology, 7th
Canadian Edition, DSM-5
Update Edition, P.374

Psychological
Perspectives
Used for each of
the following:
Cognitive
Biological
Behavioural
Sociocultura
l
Humanistic
Psychoanaly
tic
(up to 2 marks
each, 12 marks
total)

2 marks
Provided
research
evidence that
demonstrates
knowledge of
psychological
perspective

1.5 marks
Provided
research
evidence that
demonstrates
knowledge of
psychological
perspective

By providing a
personal
example or
research from
scholarly journal
and from
textbook

By providing a
personal
example or
research from
scholarly journal
and from
textbook

1 mark
Provided
research
OR
Provided
textbook
information

Cited research
using APA and
the textbook
and included
page number
for location of
information

Part 1: Assignment Rating Scale

Part 2 (8 marks)
Explain your position on the nature vs. nurture debate

.5 marks
Show some
understanding
with argument
and provide
some
information

Nature vs. Nurture

Social Anxiety is a common disorder where individuals express an irrational fear of social
or performance-related situations that risk embarrassment or humiliation. While the debate
about social anxiety being a biological or experiential mental disorder is extensive, the evidence
supporting a nurture perspective seems to be a more convincing argument. There is much
debate that the disorder is neurological and relies on the brains plasticity, levels of
neurotrophins which are essential to the development of neurons are known to be influenced by
experience. According to research done by Pine et.al (Coplan, Gorman, 2001, 1561) adult
patients with social anxiety were observed to have higher right anterior temporal and lateral
prefrontal scalp activity than those who were healthy (Coplan, Gorman, 2001, 1561). Cognitively
social anxiety patients experience an irrational fear of social situations that hinders their ability
to make decisions, avoiding those that risk humiliation. This crippling shyness interferes with
their ability to solve problems, seek out new experiences, and process information positively.
Although both cognitive and biological psychology suggest social anxiety is a result of ones
nature I had reason to believe otherwise.
It is simple to argue that social anxiety is connected with the structure of our brain and
the functioning of our neurons and although that can be proven in some studies, most of them
seem to have inconsistences. In the article Neurobiological Mechanisms of Social Anxiety
Disorder the researchers conducted experiments within primates that in theory should correlate
with the results of humans. Their studies were impressive, proving that monkey and baboons
with higher blood serotonin levels were more socially engaged than their subordinates. However
this wasnt useful as evidence because non-human primates are manipulated by the
environment and each other, whereas humans are immanent to act avoidant or anxious. When

they did use humans as subjects they werent able to connect the activity of the right frontal lobe
with social anxiety directly, but were only able to assume there was a correlation.
As I switched perspectives and began to look at social anxiety from the nurture point of
view there seemed to be more justification. It is likely that this disorder is instigated by traumatic
childhood experiences or the environment in which one is raised. According to researchers,
children classified as inhibited would develop social anxiety by young adulthood (Coplan,
Gorman, 2001, 1559). Most people report an onset of symptoms when they are young or in
early adolescence, which is the age where we are most vulnerable and likely to have a
frightening experience (Shields, 2004, 49). Since over 2 million Canadians over the age of 15
have experienced symptoms of social anxiety throughout their lives (Shields, 2004, 48), I think
its substantial to suggest that all experiences are biological. Each person will vary in what they
consider traumatic, but perhaps the way in which we handle our trauma is determined by how it
was experienced. A person with a dog phobia may be able to trace its beginning to a painful dog
bite (Wood, Boyd, Desmarais, 2015, 364), but if at the time their parent was angry and started
yelling at the dog this will be become more emotionally relevant than if the parent explains to the
child that the dog was upset, and they needed to be gentle. In that way social anxiety would be
a result of learning however some fears are acquired through observation, where a child will
hear an experience being discussed and take on the same feeling (Wood, Boyd, Desmarais,
2015, 364). Children are three times more at risk to develop social anxiety if a relative suffers
from the same disorder (Wood, Boyd, Desmarias, 2015, 364). Although this could be hereditary
most social anxiety is thought to be from the transmission of information, and direct
conditioning. Majority of people never even seek treatment because they are not conscious of
their disorder and attribute their intense fears to shyness (Shields, 2004, 57). The culture in
which a person grows up can cause variants in the disorder as well according to individualism,
social norms, or gender roles and is directly related to social standards. Cultures like the

Japanese place a higher value on social harmony, respect and status and strive more for
approval. Low socioeconomically countries experience higher social anxiety as they lack health
care and appropriate living standards (Hofman, Asnaani, Hinton, 2010, 1117).
In conclusion social anxiety is a condition that is influenced by nature and nurture and
hinders the development of social skills. Although the debate will continue about which is more
relevant, it is important to raise awareness and encourage those to get the help they need. Its
almost impossible to prevent this disorder but treatment is available and effective, and will give
people the opportunity to live their lives without limitations.

References:
Mathew, S., Coplan, J., & Gorman, J. (2001). Neurobiological Mechanisms of Social Anxiety
Disorder. American Journal of Psychiatry AJP, 158(10), 1558-1567. Retrieved October 15, 2015, from
http://ajp.psychiatryonline.org/doi/10.1176/appi.ajp.158.10.1558
Wood, E, S., Wood, E, G,. Boyd, D., Wood, E., Desmarais, S. (2015). Psychological Disorders. In The
World of Psychology, 7th Canadian Edition, DSM-5 Update Edition, P. 363-364
Shields, M. (2004). Social anxiety disorder: More than just shyness, Statistics Canada. Supplement to
Health Reports, Volume 15, P. 47-81

Hofmann, S., Asnaani, A., & Hinton, D. (n.d.) (2010). Cultural Aspects in Social
Anxiety and Social Anxiety Disorder. P. 1117-1127

Part 2: Short Paper Rubric

Dimensi
on

Sophisticated

Competent

Needs Work

Introducti
on

Position and exceptions, if

any, are clearly stated.
Organization of the
argument is completely
and clearly outlined and
implemented. 1pt

Position is clearly stated.

Organization of argument is
clear in parts or only
partially described and
mostly implemented. .5
pts

Position is vague.
Organization of argument is
missing, vague, or not
consistently maintained. -0
pt

Research

Research selected is
highly relevant to the
argument, accurately
described and all relevant
components there are
clear components or
connection to theory is
clear and complete, or
has some minor errors. 2
pt.

Research is relevant to the

argument and is mostly
accurate and complete
there are some unclear
components or some minor
connection to theory is
mostly clear and complete,
or has some minor errors.
1 pt

Research selected is not

relevant to the argument or
is vague and incomplete
components are missing or
inaccurate or unclear. Theory
is not relevant or only
relevant for some aspect .5-0
pts

Conclusio
ns

Conclusion is clearly
stated and connections to
the research and position
are clear and relevant.
The underlying logic is
explicit.

Conclusion is clearly stated

and connections to
research and position are
mostly clear, some aspects
may not be connected or
minor errors in logic are
present. 1-2 pts

Conclusion may not be clear

and the connections to the
research are incorrect or
unclear or just a repetition of
the findings without
explanation. Underlying
logic has major flaws;
connection to position is not
clear.1-0 pts

Paper is generally well

organized and most of the
argument is easy to follow.
There are only a few minor
spelling or grammatical
errors, or terms are not
clearly defined. Writing is
mostly clear but may lack
conciseness.
1.5 -1 pts

Paper is poorly organized

and difficult to read does
not flow logically from one
part to another. There are
several spelling and/or
grammatical errors; technical
terms may not be defined or
are poorly defined. Writing
lacks clarity and
conciseness. 1-0 pts

3 pt

Writing

Paper is coherently
organized and the logic is
easy to follow. There are
no spelling or
grammatical errors and
terminology is clearly
defined. Writing is clear
and concise and
persuasive. 2 pts

APA Style from Sothern Cross University

In-Text Citation (Paraphrase):
(Author Surname, Author Surname, & Author Surname, Year)

OR

(Author Surname, Author Surname, & Author Surname, Year, page number)

NOTE: Although the first in-text citation for a work with three to five authors/editors includes all
of the names of the authors/editors, subsequent citations include only the first author's/editor's
surname, followed by et al. and the year.

In-Text Citation (Quotation):

(Author Surname, Author Surname, & Author Surname, Year, page number)

References:
Author Surname, First Initial. Second Initial., Author Surname, First Initial. Second
Initial., & Author Surname, First Initial. Second Initial. (Year). Article
title: Subtitle. Journal Title, Volume(issue), page range. doi:xx.xxxxxxxxxx
OR Retrieved from URL of journal home page [if available].
Example

In-Text Citation (Paraphrase):

(James, Hart, Bailey, & Blinn, 2009)
(James, Hart, Bailey, & Blinn, 2009, p. 178)
NOTE: A subsequent citation would appear as (James et al., 2009)
In-Text Citation (Quotation):
(James, Hart, Bailey, & Blinn, 2009, p. 249)
References:
James, K. R., Hart, B. T., Bailey, P. C. E., & Blinn, D. W. (2009). Impact of
secondary salinisation on freshwater ecosystems: Effect of experimentally
increased salinity on an intermittent floodplain wetland. Marine and Freshwater
Research, 60(3), 246-258. doi:10.1080/02615470020028364