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(Illes & McDonald, 2017; Wolpe, 2018). Ignore the procedure’s cost, estimated at
as much as $100 million (Hjelmgaard, 2019). And ignore the seeming impossibility
of precisely connecting the head-to-spinal-cord nerves. Imagine, just imagine, that
the procedure could work. With the same brain and a new body, would Wang still
be Wang? To whose home should he return? If the old Wang was a skilled musician,
would the new Wang conceivably retain that skill — or would that depend on the
muscle memories stored in the new body? And if he (assuming the new body was
male) later fathered a child, whom should the birth certificate list as the father?
Most of us twenty-first-century people (you, too?) presume that, even with
a new body, Wang would still be Wang. We presume that our brain, designed by
our genes and sculpted by our experiences, provides our identity and enables our
mind. No brain, no mind.
In this unit, we examine the mind’s biology and its relationship to our
behavior, our consciousness, and how we sense the world around us. We discuss
the interaction of our genes and our experiences. We consider epigenetics (how
experience can influence genetic expression) and see that our species has been
graced with the tremendous biological gift of brain plasticity (our enormous
capacity to learn and adapt). We examine our biology from the bottom up — from
nerve cells up to the brain — and from the top down, considering how behavior
and environment can influence our biology. We explore our nightly loss of
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TEACHING THE AP TIP consciousness — sleep — and the fascinating world of dreams. Finally, we examine
how our brain helps us sense and make sense of our world.
Worth Publishers.
There are many boldfaced terms
in this text that students should be
familiar with to best prepare for the
®
AP exam. However, the exam will Module 1.1 Interaction of Heredity
test students’ ability to explain and
and Environment
apply these terms, not simply define & Worth Publishers. Not for redistribution.
them. Emphasize this to students as AP Exam Tip
®
they study.
Bedford, Freeman &
Throughout the text, important con- LEARNING TARGETS
cepts are boldfaced. As you study,
you can find the key terms with their 1.1-1 Describe evolutionary psychologists’ use of natural selection to explain
definitions in a nearby margin and in behavior tendencies.
INTRODUCE THE MODULE the Glossary/Glosario at the book’s 1.1-2 Describe how behavior geneticists explain our individual differences.
end. (In the e-book, definitions are
Make It Meaningful always a click away.) 1.1-3 Explain how twin and adoption studies help us understand the effects and
interactions of nature and nurture.
(5 minutes) Address the elephant nature–nurture issue the 1.1-4 Explain how heredity and environment work together.
Distributed by Bedford, Freeman
in the room: Ask students longstanding controversy over
the relative contributions that
what they already know about genes and experience make to The Nature–Nurture Issue
evolutionary theory. Some the development of psychological
traits and behaviors. Today’s
students (and indeed some science views traits and behaviors Consider psychology’s biggest and most persistent issue: Are our human traits present at
birth, or do they develop through experience? The debate over this big nature–nurture
teachers) might feel uncomfortable as arising from the interaction of issue is ancient. The Greek philosopher Plato (428–348 b.c.e.) assumed that we inherit
nature and nurture.
with this topic because they Copyright © character and intelligence and that certain ideas are inborn. Aristotle (384–322 b.c.e.)
feel their religious beliefs are
being challenged. Remind 4 Unit 1 Biological Bases of Behavior
students that this discussion of
evolutionary psychology is not
about how one species evolves INTRODUCE THE MODULE TEACH 15/12/23 9:20 AM
03_myersAPpsychology4e_28116_ch01_002_163.indd 4
into another species over time.
Rather, it is about how genetics Activate Prior Knowledge Teaching Tip
and environment interact, leading (10 minutes) Begin class with this Model critical thinking for your students by
to changes in genetics to fit the activity, which asks students to decide playing “devil’s advocate” for both sides
environment. It is also about how if statements are true or false. The of the nature versus nurture debate. The
traits that lead to survival are statements tap into common beliefs exercise might encourage students who
more likely to be passed down. and misconceptions about psychology. lean toward a particular side of the issue to
Reframing this sensitive subject This activity will benefit students’ appreciate the complexity of the interaction
can help the discussion be more understanding of Module 1.1 as they read. of nature and nurture in determining human
®
productive in your AP Psychology behavior.
classroom. M1.1: Fact or Falsehood?

4 Unit 1 Biological Bases of Behavior

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