Moral Development

1. Genetics and the environment are so intertwined in their influence on human intelligence that it remains difficult to determine which, if either, is most responsible for determining a person's intelligence.

1.1. Up to 80% of the variation found in adult human intelligence is thought to be attributable to genetics, despite the fact that it is a complicated, polygenic trait.

1.2. Both sociocultural and biological influences in the environment affect the development of human intelligence.

1.3. So genetics determine how our IQ is in some cases but not totally. I mean if you start teaching your child things early singing to them, reading to them, playing music for them. It can influence their IQ. My son loves classical music and watching video of orchestra's playing and tries to copy them.

2. Society

2.1. The family unit is one of the most basic influences on child development, but it is difficult to untangle the genetic from the environmental factors in a family. For example, the quantity of books in a child's home has been shown to positively correlate with intelligence... but is that due to the environmental impact of having parents who will read to their children, or is it an indicator of parental IQ, a highly heritable trait?

2.2. A child's position in birth order has also been found to influence intelligence: firstborn children have been found in some studies to score higher, though criticism has been offered to these studies for not controlling for age or family size. Moving outside of the family unit, human beings are substantially shaped by their respective peer groups.

2.3. Society teaches us that He hit Her because He likes Her, and yet moral development tells us that its not right yet Adults tell children these things. Its what I was told and it wasn't till I was much older that I realized how wrong it was.

3. In all honesty I don't really think that one influences more than the other. We are constantly learning and evolving.

4. Moral development: involves changes in thoughts, feelings, and behaviors regarding standards of right and wrong.

4.1. Moral development has an interpersonal dimension, which regulates a person's activities when she or he is not engaged in social interaction, and an interpersonal dimension, which regulates social interactions and arbitrates conflict (Walker, 2004, 2006)

4.2. Emotions such as empathy, shame, guilt, and anxiety over other people's violations of standards are present early in development and undergo developmental change throughout childhood and beyond (Damon, 1988). These emotions provide a natural base for children's acquisition of moral values, motivating them to pay close attention to moral events (Thompson, 2014). However, moral emotions do not operate in a vacuum to build a child's moral awareness, and they are not sufficient in themselves to generate moral responses. They do not give the “substance” of moral regulation—the rules, values, and standards of behavior that children need to understand and act on. Moral emotions are inextricably interwoven with the cognitive and social aspects of children's development (Narváez, 2010b)

4.3. We learn our morality from people around us and how society tells us that we should be. Morality says we shouldn't hit people....