The Argument: Similarities and Differences

Shenk addresses the fact that twins that grew up in different environments showed some extreme similarities; as Shenk states, “They had each married and divorced a woman named Linda, and then each married a woman named Betty. They each had an adopted brother named Larry and childhood dog named Toy…They were each six feet tall and weighed about 180 pounds” (Shenk 75). If the two brothers grew up in different environments, how does the GxE model explain such coincidences? Shenk later recognizes that while there were some stark similarities, there were also myriad contrasts between the two such as hair style, muscle development, and number of marriages (Shenk 83). What kind of environmental factors could have caused these differences? Please provide specific examples from the book.

Yiran Xu, yxu135@gmail.com

Argument: Looking Beyond Limitations

Shenk states, "The worst kind of blame, and the most common, is on one's own biology. This is the great final irony of genetic determinism: the very belief of possessing inferior genes is perhaps our greatest obstacle to success" (123). He goes on to say, "there is no age of impossibility" (124). If in the same environment, according to Shenk and according to other theories, can a twenty-year-old and a fifty-year-old achieve the same greatness? Can the timing of gene activation still have an effect on the ability of a person as he or she ages?

Jenna Sherman (jsherm013@aol.com)

Argument-Changing genes

Argument- David Shenk states on page 22 that "Humans beings are distinct from one another not just because of our relatively few genetic differences, but also because every moment of our ongoing lives actively influences our own genetic expression." How can the alteration of genes change distinct traits? How do these traits change over time as a result of evolution? What are some ways organisms' genes has changed over time for adaptation? How are genes activated and deactivated by the environment, nutrition, hormones, and other genes and give examples of each. What is the advantage of genes being able to switch on and off?

Bing Zhao (Bingzhao9@yahoo.com)

Argument-Power of the mind

Argument-Shenk states on page 111 that "technology and aerodynamics are part of the story, but the rest of it has to do with training intensity, training methods, sheer competitiveness and desire." He also stated that Kenyans are "not superhumans, but they are participants in a culture of the extreme, willing to devote more, to ache more, and to risk more in order to do better." How does culture prove that environment can affect traits and talents that are expressed. How does the extreme culture affect the mind? How does the environment and the mind interact with the body? Such as protein formation and structures, circulatory systems, nervous system, and cellular respiration?  

Bing Zhao (bingzhao9@yahoo.com)

The argument: camouflage

On page 30, David Shenk talks about certain traits changing when exposed to a different environment. For example, he used yellow grasshoppers and how if you put them into a blackened environment, like a burnt one, the grasshopper's skin may change to black permanently if it's at a young enough age. What does this have to do with imprinting (look in the textbook) because of the specific age restriction of this change? Also explain the evolutionary advantage of this adaption in relation to certain environments (like forests, fields, etc).

(Mindy Shaw, mindyshaw95@yahoo.com)

The argument: memory development

On page 52, David Shenk talks about how human's memory technique is organizing a "scattered collection of details into a single distinct memory". For example, memorizing phone numbers, ten unrelated items in the right order, made simple by dividing them into groups of three. Explain why you think this is easier and how breaking a memory into pieces is easier to memorize than the whole thing. Compare this to the memory technique of animals, such as bees, and their use of cognitive maps to locate food sources (Campbell, chapter 51). How does the development of memory techniques relate to the theme of evolution?

(Mindy Shaw, mindyshaw95@yahoo.com)

The Argument: Intelligence x Environment

As Yale psychologist Robert Sternberg notes, “[intelligence] represents a set of competencies in development” (Shenk 51). It concludes that intelligence is fluctuating and therefore be changed based on the organism and its environment. We know that intelligence changes with age and experience; we also know that timing is important based on the study conducted by Kansas psychologists Betty Hart and Todd Risley about children’s exposure to words and success later on in life (Shenk 45). What else can affect intelligence and, based on the reading, what can be done to increase intelligence? Please provide specific examples.

Yiran Xu, yxu135@gmail.com

Argument: Histones and DNA

Shenk expands on the basic idea of Lamarcksim, that what someone does in his or her life can affect future generations, and asserts that “lifestyle can alter heredity” (161). The fact that histone proteins, or epigenomes, can be altered due to the environment brought about many new studies which did, in fact, conclude that “everything we do-everything we eat or smoke-can affect our gene expression and that of future generations” (160). If one strives to be a ‘genius’, what affect will this have on his/her children? How does the principle of epigenetics contribute to a new understanding of evolution and adaptation? Using the interdependence in nature relationship between histones and DNA, how come inherited epigenetics are just as important as genetics for future generations?

Ria Singh (riasingsing@gmail.com)

Argument: Sports Excellence

As Shenk describes the runners of the Kalenjin tribe of Kenya, he points out the importance of the “cultural ‘achievement orientation’, defined as the inclination to seek new challenges, attain competence, and strive to outdo others” (105). Similarly, Carol Dweck’s growth mindset experiment showed that in grade school students, half of the children who were told they had inborn intelligence did not set higher goals for themselves, while 90% of the children who were told they were working hard chose to challenge themselves (98). Furthermore, Shenk mentions how “every human being (even a whole society) can grow…if the environment demands it” (44). The environmental demands of the Kalenjin tribe lifestyle consisted heavily of running, “an average of eight to twelve kilometers per day from age seven” (105). Seeing these two factors of growth, the mindset to overcome challenges, and the environment, which one is more significant to achieving growth in a particular area? Is it possible for someone to become an excellent athlete, even if they lack the alpha-actinin-3 protein (101)? Can encouragement and the will to set higher goals have a greater impact on potential than genes?

Ria Singh (riasingsing@gmail.com)

Argument- Intelligence Levels

After examining only poor families, Eric Turkheimer found that "intelligence was... Near 0 percent" (79) inheritable. This claim showed that "there is no set portion of genetic influence on intelligence" (79). Taking this claim into account and the notion of GxE, why then do some people excel at an early age? Could the same level of genetic influence of intelligence be expected in rich families? Or, as Matt Ridley suggests, do these numbers "pertain only to groups" (79) and when looking at the individual, genetics do put one above others?

Sai Nimmagadda (saiguy@me.com)

Argument: Talent in different stages of life

Argument: In order to create extraordinary achievement, one must have resources and a conditioned brain (95). Explain how neurons in the brain are activated which assist in this brain conditioning. Personal drive is also an important component in developing a talent. Child prodigy Yo-Yo Ma developed his talent early in development. Adult superstars, such as Michael Jordan, don't see a peak in their talent until later years. The rest of the population is full of "average Joes". What factors cause talents develop at such different stages in life? Why do most people lack an extremely pronounced talent all together?

Katie Donnowitz (kdonnowitz94@aol.com)

Argument: Twin Study

Argument: Rainbow the cat was cloned in 2001 but didn't turn out to be the "carbon copy" they expected; the two cats had different colored fur, body type, and personalities (74). Identical twins also share genes. In 1979 Jim Lewis tracked down his identical brother Jim Springer after being separated when they were 4 weeks old. They found numerous similarities: same name, adopted brother named Larry, dog named Toy, smoked cigarettes, liked math, same color and model car, live in same area of Ohio (75).

Why are identical twins more similar than a cloned animal with an exact replica of the original's genes? Also, explain how there are so many similarities between the Jim twins if they were separated shortly after birth and grew up separately  (refer to the GxE model of genes).

(Katie Donnowitz kdonnowitz94@aol.com)

Evidence: Michael Jordan and the Rage to Master

Ellen Winner notes that "gifted children have a deep intrinsic motivation to master the domain in which they have high abilty, and are almost manic in their energy level" (292). Shenk contends that the rage to master is a "psychological mechanism forming out of some family/social/cultural dynamic," implying that, in the end, the environment may have the most effect on a person. Yet Ron Coley recalls that "[in a particular basketball game] there were nine players on the court just coasting" while Michael Jordan was "playing his heart out" (292, 96).

Providing evidence, What kind of environment do you believe should most effectively foster this "rage to master?" Is this environment similar to or differing from the environment Michael Jordan was raised in? Relating to Interdependence in Nature, would competition between people help foster growth of "the rage to master" but hinder overall development?

Michael Kim (mikekim2012@gmail.com)

Argument: John Mighton

David Shenk writes about educator John Mighton and how Mighton was "shocked to learn how har and fast [students] could progress with the right teaching methods"(Shenk 152). Yet, the sad reality is that "countless studetns fall behind in math and other subjects... [because] it makes [students] feel that their permanent limitations are being exposed" (Shenk 152-153). Of course, the obvious solution to this then is to change the method of thinking and make "failure... a learning opportunity rather than a revelation of students' innate limits" (Shenk 153). But Mighton suggests that there is a larger problem, the problem that "when an entire society believes something is impossible, it suppresses, by its very way of life, the evidence that would contradict that belief" (Shenk 153).

To what extent would you think that mentally has power over human growth and development? In a GxE environment, would a student fostered in a society of high confidence be more advantaged to develope positively than a student fostered in a society of low confidence? How could high confidence be a crutch? Does this suggest that the concept of GxE and the theme of Interdependence in Nature are intertwined?

Michael Kim (mikekim2012@gmail.com)

Evidence: Embedded in the Brain

Shenk cites in footnote 32 (198-199) in his book a study done by neurologist Eleanor Maguire regarding MRI scans that were conducted on London cabbies. When their MRI scans were compared with the MRI scans of others, there was a large contrast between the sizes of the posterior hippocampus. The fact that the increase of posterior hippocampus in size is directly related to the duration of the driving career shows that there is "functional differentiation within the hippocampus." Is there a limit to how large the posterior hippocampus can grow and ,therefore, a limit to how strong the spatial memory can be or how many spatial representations we can recall? Even though this knowledge has already been stored in the cabby's mind, do you think it's possible that if the cabby forgets this knowledge that the size of the posterior hippocampus will decrease afterwards? Is this a evolutionary adaptation that the brain has aquired over the years? Can the brain physcially adapt to all forms of intelligence?

(Yanfei Gao, feifeiyg@yahoo.com)

Argument: Language Gap

Shenk, in the argument portion of his book, cites a study done by two Kansas psychologists, Betty Hart and Todd Risley, that dealt with the sampling the number of words spoken and exposed to young children from three distinct socioeconomic backgrounds: welfare homes, working-class homes, and professionals' homes. The results were that over a year, children in professionals' homes were exposed to nearly 8 million more spoken words than children in welfare homes. There was also a difference in the tone and complexities of the words being used (45-46). The implication being that this was a major reason why poor kids were getting stuck in an intellectual rut at a very early age. Shenk then suggests for parents to speak and to read to children early and often. However, how do these ideas explain the fact that many children that grow up in bilingual homes, where they are not exposed to as many English words as other children who only speak the English language, can speak English just as fluently and as well as other English-only speaking children. Does this mean that if a person chooses to be bilingual or trilingual that their abilities in one language will usually be inferior to those that only speak that one language? Also, other than the ideas provided by Shenk, how can children and parents from lower class families overcome this language barrier (try to bring in the idea of fixed vs. growth mindset)?

(Yanfei Gao, feifeiyg@yahoo.com)

Argument - Culture & Competition

In page 146 of the Argument section, David Shenk argues that achievement is just as much as a product of society as it is a product of the individual. Although "we tend to think of achievement as an individual phenomenon", Shenk states that humans "learn from one another, share with one another, and constantly compare and compete with one another", claiming that human work together to achieve as a whole. Shenk also claims that competition placed by the culture of society allows individuals to achieve greater things.
How does Shenk's claim further develop the biological theme of interdependence in nature? In addition, how does this claim compliment the theory of evolution in which environmental pressures "force" organisms to evolve? Do you agree that every culture must place these pressures in order to "foster values that bring out the best in its people" (146)? How does Shenk's claim cohere with history which contains periods of concentrated achievement and periods of time nearly devoid of achievement? What factors may have caused this distribution?

~Jimmy Chang (jimmychang95@gmail.com)

Evidence: "High performance genes"

Evidence – Journalist Jon Entine claims that black athletes have an advantage due to inherited “high performance genes.” (102)  The evidence on page 298 show that blacks descended from West Africans have inherited certain characteristics that make their bodies ideal for strength-based aerobic sports and East Africans for endurance sports.  What evolutionary forces may have caused blacks to possess these physical advantages?  Use the evolution chart to explain.  Also consider if this shows that genes do indeed determine geniuses or not.  Tie in David Shenk’s G x E model by explaining gene regulation and its possible impacts.  Create examples specific to the black athletes discussed.

(Christine Zhao, c_zhao@ymail.com)

Evidence - Absolute Pitch

In footnote 94 of page 288, David Shenk elaborates on "University of California, San Diego's Diana Deutsch"'s claim that "every human being is likely born with the capacity for absolute pitch, but that it get activated only in those who are exposed to enough tonal imprinting at an early age" (288). Shenk explains that although absolute pitch is rare, the most rare aspect is "the note naming, not the note reproducing" as many people are able to "sing a familiar song in the right key without being given a reference tone" (289). Therefore, the imprinting gave children the ability to label.
Taking this new theory of absolute pitch into account, how is tone deaf taking into the theory, where everyone is born with the capability of absolute pitch? What early childhood factors may have contributed to a child's development of absolute pitch? To a child's development of only partial absolute pitch, in which a child can reproduce but not label? What selective advantage does absolute pitch place on people who have it as opposed to people who do not? Cite specific examples from the book and from sheer experience.

~Jimmy Chang (jimmychang95@gmail.com)

Evidence: The Brian and the Athlete

Ericsson argues that the "Brain drives the brawn", in other words he believes that with increased athletic ability there comes great change in the brain (page 251). Shenk then takes this idea and elaborates on it. He argues that people who have superior skills in a certain area "draw more elaborate mental representation of what they want to do" (Page 252). Which of Shrenk's claims in his argument does this assertion support? How does this assertion support Shenk's claims in his argument? Relate answer to growth v. set mindset.

Joseph Hugener

Evidence: Effect of Environment on Gene Regulation

In footnotes 26-27, Greulich stresses the importance of individual genes interacting with their environments to create a complex developmental process. The study of the comparison of heights of Japanese children in America and Japan suggests that physical growth and development is largely based on extra-cellular signals and by environmental influences. All organisms must regulate which genes are expressed at a given time and regulation of gene expression is essential for cell specialization in multicellular organisms. Explain how the environment interacts with gene regulation to produce specific effects such as Japanese-American children growing taller than native Japanese children, how height was greatest in the Middle Ages because of warmer climate, and how twins can have differences based on their interaction between genes and environment? How does this relate to the core biology theme of interdependence in nature? Use the Campbell book sections 18.2 and 18.3 and, also, knowledge of protein and DNA characteristics should be included when describing regulation of genes.


Neil Edat (neil.edat@gmail.com)

Argument: Cloning

Presented in Chapter 4 of The Argument is the idea of clones. With Ted Williams, his son John preserved his body in hopes of cloning him later to one day have another amazing baseball player. Consider the development unit and discuss the weaknesses and strengths of the idea of cloning cells. Explain the weaknesses and strengths of cloning due to factors such as the book's argument of GxE versus G+E and how there is the impossibility that the William clone will receive the same experiences to become the Ted William. But also include totipotent, pluripotent, and multipotent cells and which one is needed to clone and which ones the frozen body of William would have. (Here is a quick reminder of the types of stem cells: http://www.stem.com/stem-cell-facts/potency-of-stem-cells/) Where would these cells be found in the body?
(Diana Liao - dianaliao3@gmail.com)

Evidence: Implication of "The Forgotten" on Argument

David Shenk examines the implications of his studies on the limitations of memory (page 236). How does the fact that "fuzziness" of memory serves as a highly advanced feature in our brain support Shenk's assertion that all people have the same potential memory capacity? Relate your answer to Shenk's claims in argument section. Also, relate answer to selective advantage of memory fuzziness.


Joseph Hugener

Evidence: Can White Men Jump (Jewish Basketball Players?)

In Bale's Taboo: Why Black Athletes Dominate Sports and Why We Are Afraid to Talk About It, alongside the picture of the Jamaican and Kenyan runners excelling, The author then mentions an interesting aspect of sports reflected by Paul Gallico that different ethnic groups in different locations have always for some reason excelled at sports, one case being the "Great Jewish basketball players from the ghettos of Philadelphia and New York", going on to explain the reason for such success was the idea that "basketball appeals to the Hebrew with his Oriental background [...] [placing] an emphasis on alert, scheming mind"(298). Although such a statement sounds politically incorrect by today's standards, the stement emphasizes the imprint of a strong culture rather then a strong individualistic influence on environment. The book's author then goes on at another point to then emphasize the influence of individualistic competition on the success of the individual (293).  How can the effect of relative culture (compared to the relative ethnicity) of those in the sporting world be compared with its probable effect on the environment in GxE relative to the probable effect/cause of individualistic drive using evidence from the book and from other sources.
alex.nye95@gmail.com (Alex Nye)

Argument 

 David Shenk explains how Head Start, America's program for children of the working poor, has had made "'small to moderate' positive impacts on three- and four-year-old children" because of that fact that Head Start "wasn't getting hold of kids early enough" (45). Relate Shenk's argument to imprinting, considering sensitive periods, in terms of humans, yet validate Shenk's belief that "every human being can grow smarter if the environment demand it" regardless of age(44). 

Bobbie Damani (vidhbie23@yahoo.com)

Evidence: Stimuli

Babies show an astounding ability to respond to the environment and the various stimulus factors around them, and according to pediatrician T. Berry Brazelton, it is up to the parents "to watch and listen for their own baby's particular style" (323). Remembering the ecology unit, take into account the various methods of learning: conditioning, imprinting, spatial learning, life history modified learning, mistake based learning, and cognition. Discuss the extent in which babies tend to learn based on those methods and how certain traits may be affected later in life. Contrast how people such as Hermann may claim, "talent is not inherent or inborn, but trained and educated" (cited in 327), yet others like famous violinist Yehudi Menuhin believes "his own musical talent was partly due to the fact that his parents were always singing and playing music before he was born" (285). Also note that the University of Miami notes that after the sixth month, a fetus moves in rhythm to the mother's speech and other outside stimuli.
(Diana Liao - dianaliao3@gmail.com)

Evidence - Learned Success

In the writing of Joan Freeman, it is explained that the path to what we understand to be success is, according to research, best enabled by self-esteem, optimism, and pugnacity which are teachable (293). Is success then the result of learning and practicing these traits and can be mastered by anyone? If so can success then be considered an adaptation to an environment? How then can the large disparity of "success" in the modern western world be explained by the GxE model? Use evidence to support your claim.

Kate White (kw2020@gmail.com)

Argument - "street smarts" vs "school smarts"

In the argument, Shenk cites two studies which demonstrate high levels of unconventional intelligence in unexpected places. The first, conducted by Sylvia Scribner, was described as "carton calculus" in a Baltimore dairy plant where carton packing workers who had performed poorly on IQ tests demonstrated incredible abilities at calculating the precise movements necessary to fulfill their duties while exerting the least physical strain (48-49). The second study of Kenyan children showed an inverse relationship between their knowledge of herbal medicine and their performance on tests by western education standards (50). With this evidence, argue from an evolutionary standpoint whether the way the western world categorizes and values these various types of intelligence is valid or if they belong on equal footing. How do environment and potential changes to an environment play a role in this assessment?

Kate White (kw2020@gmail.com)

Argument- potential

Argument:

Shenk claims that motivation is key. It is the drive that keeps you going. Shenk later addresses an example on page 121 on the movie of 1981 Chariots of Fire to give examples of varying motivation and the degree of the persistence in each person. There is the psychological factor of motivation such as on p. 92 where it explains how "child achievers are frequently hobbled by their own success" and there is also the actual skills that "seem" to be naturally gifted in a person on p.93 with the example of yo yo ma.

But do you think that motivation could be passed down through genes? Wouldn't the degree of 'how much' and 'what' a person places there values in be an evolutionary benefit?

Christine Park (go2christine@hotmail.com)

Evidence- Child Prodigies

 On page 281 of the Evidence section, Shenk elaborates on the success of child prodigies. He quotes Ericsson as saying there is “only comparatively few prodigies, such as Mozart, Picasso, and Yehudi Menuhin, who continued their success into adulthood- most prodigies do not live up to expectations.” Why do you think this fact holds true if child prodigies possess the capacity for such talent at a young age? Do you think pressure has anything to do with this equation, and to what extent does pressure factor into the environmental conditions a person experiences as they grow up? Use specific examples to support your claim.

(Lily Walker, lwalker220@gmail.com)

Argument - Parenting Potential

  On pages 136-139, David Shenk explains the role of parenting in the development of academic and social success. He includes an example of Shinichi Suzuki, a Japanese violon instructor  that emphasized the importance of “heavy parent involvement, steady practice, memorization, and lots of patience” (136). Exactly how important is parenting in the enivornmental factors part of the genius equation, and why do you think it has such a central role? Do you think that relying on “tough love” has any benefits in nurturing good work habits? If not what parenting techniques would be considered more effective in pulling out true talent in children?  Cite real life examples and evidence.

(Lily Walker, lwalker220@gmail.com)

Evidence: Lamarckism vs. Darwinism

In footnote 155, Shenk notes Jean-Baptiste Lamarck's belief that future generations are under, "the influence of the predominant use of permanent disuse of any organ," by the prior generation (344). Lamarck supported his theory with the example of the giraffe's elongated neck, which supposedly came to be because it is, "obliged to browse on the leaves of trees and to make constant efforts to reach them." (345) Shenk also mentions in footnote 156 Charles Darwin's popular theory of evolution, citing Douglas J. Futuyma's statement that evolution is the theory, "that populations evolve by changes in gene frequency brought about by random genetic drift, gene flow, and especially natural selection," and that the development of organisms is not at all related to free will. What aspects of the theory of evolution make it more plausible than Lamarckism? Also, how has history supported either Darwinism or Lamarckism (cite specific examples)? Are there examples that could go either way?

(Adithi Rao, adithi.a.rao@gmail.com)

Argument: Epigenetics and the Future

In Chapter 13, Shenk addresses Lamarckism, the, "flimsy idea that biological heredity can somehow be altered through personal experience." (155) After the emergence of Darwin's theory of evolution, this concept of Lamarckism was pushed aside and deemed naive and crude. However, with the recent discovery of epigenetics in the last decade, Jean-Baptiste de Lamarck's theory did not seem as unreasonable. Epigenetics is based on the theory that the histones around which DNA is packaged can affect and change gene expression, and such changes can be inherited by future generations. As Duke University's Director of Epigenetics and Imprinting, Randy Jirtle, says, "everything we do - everything we eat or smoke - can affect our gene expression and that of future generations. Epigenetics introduces the concept of free will into our idea of genetics." (160)

In your response, address the following: Will the recent discovery of epigenetics derail Charles Darwin's theory of evolution for both scientists and the public? Which theory should be considered more 'legitimate'? Would the human race be able to purposefully tailor the progress of future generations with the help of epigenetics? To what extent?

(Adithi Rao, adithi.a.rao@gmail.com)

The Evidence: Genetics and their Environments

In footnote 16-17, Shenk quotes Meaney: “There are no genetic factors that can be studied independently of the environment, and there are no environmental factors that function independently of the genome” (177). What evidence supports this interdependence in nature? Use specific examples to back up your claim.

(Alexis Bauer, abauer9182@gmail.com)

The Argument: The Location of Gifts

David Shenk quotes Ellen Winner’s belief that there is an “‘atypical brain organization’ in gifted children, occurring ‘as a result of genetics, the in-utero environment, or after-birth trauma’” (87). Winner states that certain gifts” are located in certain parts of the brain (88). What is the reason for the specific location of “gifts?” How does the location affect the “gift?” How does “genetics, the in-utero environment, [and] after-birth trauma” affect the ability of “gifted” children (87)?

(Alexis Bauer, abauer9182@gmail.com)

Evidence-Behavior in Genders

Evidence Footnote 150-151

In 2006 economists compared competitive instincts in two different groups of people: the Maasai in Tanzania and Khasi in India. Their results showed that “Among the patriarchal Maasai, men choose to compete at twice the rate of women. But among the Khasi, which is rooted in a matrilineal culture where women inherit property and children are named from the mother’s side of the family, women choose to compete much more often than men” (340).

Explain how this supports the idea that the environment influences genetics in humans. Does nature or nurture influence the gender differences in society? Also, explain how this relates back to behavioral ecology.

Alex Casino (AlexJCasino@gmail.com)

Evidence: Effects on Childhood Learning

Evidence -

Psychologists Betty Hart and Todd Risley conducted a study in the mid-1980s where they found “welfare children [are exposed to] 616 words per hour; professionals’ kids 2,153 words per hour.” (223)  How does this evidence support their conclusion that “speaking to children EARLY and OFTEN” is a trigger for increasing intelligence? (47)   Tie in the types and processes of learning discussed in the behavior & ecology summer reading (imprinting, cognition, etc).  Also discuss why it is important that the word estimates are based solely on words spoken in person, not through the TV or radio.  Does the TV or radio have a different effect than words spoken in person and why? Do these unaccounted-for variables perhaps make the conclusions of Hart and Risley’s study inaccurate/unreliable? Explain.

(Christine Zhao, c_zhao@ymail.com)

Argument: Point Mutations

After stating that single genetic mutations, such as Huntington’s disease, account for 5 percent of the total disease burden in developed countries, Shenk stresses how it is important not to let those diseases give the wrong impression of how healthy genes work (Pg 25). Yet some types of genetic mutations, like substitution, cause no frameshift and can possibly have no effect on the primary structure of the protein the mutated gene codes for. This instance can create variation for evolution by creating a source for new genes. The phenotype of an organism can be affected by small-scale changes involving individual genes. In what ways can this type of mutation effect or benefit humans in the dynamic development and GxE ideas that The Genius in All of Us describes? How does this relate to the core biology theme of evolution (themes of continuity and change and the relationship between structure and function can also be mentioned)? Information concerning point mutations can be found in chapter 17 of Campbell. 

Neil Edat (neil.edat@gmail.com)

Evidence- true test

 Evidence:

In page 231 Shenk describes how the tests taken in the western world is flawed in that the skills taught in school determine the level of a person's "raw intelligence, when all they actually reveal is how a well a child learned those skills." at the same time he is saying that intelligence is "not directly measurable". In this society however tests such as the SAT, the ACT, and the IQ determine where we are placed in society. Shenk compares that these scores don't determine the other varying skills a person develops in their lifetime based on their difference in society growth such as "a housewives ability in comparison shopping math and scores on pencile-and-paper math tests" and the ability to "survive in a difficult environment" (p.232) These so called things we call intelligence are "a form of development competencies that can lead to expertiese" (p.233)

Is there really no absolute way to determine a person's "raw intelligence? Does intelligence come more from nature or more from nurture? Do the tests taken determine the gene expressions passed down from a parent? In other words does intelligence come from offspring to offspring or from intelligence to intelligence? Also how would you determine a person's intelligence ranking?

Christine Park (go2christine@hotmail.com)

Argument: Lamarck and the Epigenetic Discovery

Shenk refutes the painting of Lamarck's theories as "The Intellectual Loser", arguing that the lifetime acquiring of characteristics does have a bearing on the phenotype of the future. He essentially describes how Lamarck's "inheritance of acquired characteristics", was academically diminished with Darwin's theories and effectively killed by the discovery of DNA (155, 157). He then goes on to describe how the individual experience of a lifetime bears a greater effect on phenotype then the genes themselves as a result of significant histones and epigenomes (158). However, Shenk also also emphasizes the drive/motivation as playing a role in the growth into a "Genius", a principle which is not genetic or epigenetic in nature (120). Although Shenk earlier plays up the role of motivation in shaping your "Geniusness", he later moves to advocate for epigenetic patterns being the key cause. Consider the following questions: What role does the growth mindset have in comparison with that of epigenetic factors in determining success? How is the nature of Lamarck's comeback connected to the very examples of the Genius that Shenk mentions earlier in the novel, specifically in the realm of motivation?
Alex Nye (alex.nye95@gmail.com)

Evidence-Gene Pool

Evidence- The standard misinterpretation is that peoples abilities are "in the genes" (180), as quoted by the Longly sports column. Furthermore, using the example of Michael Phelps mentioned in the book and other sports athletes and experiences, is it possible that genes truly give Phelps an "unfair" advantage over his competition? Using the GxE concept, can another competitor truly match Phelp's caliber of swimming despite his or her lack of genetic advantage? Is it truly possible that anyone can accomplish anything with the right mindset, or do genes truly determine the level of accomplishment and experience in the long run will not improve a person's abilities?
Sai Nimmagadda (saiguy@me.com)

Evidence-Interdependence in nature

Evidence-David Shenk expresses the idea that there is a vast array of influences, many out of our control, which influence traits and talents. Provide examples of how culture forms our behavior and traits and determine the type of interaction it is. What are similarities of organisms in the same community? How does the environment affect our behavior and traits, what type of interaction is it? Provide examples of the abiotic factors affect humans and how? Internally and externally. Explain the process of how these abiotic factors can affect gene expression by turning genes on and off. Is having many factors that affect traits and talents a positive thing? what is the evolutionary advantage of having so many factors which can change traits?

Bing Zhao (bingzhao9@yahoo.com)