Which theory posits that both nature and nurture contribute equally to intellectual disabilities?

Which theory posits that both nature and nurture contribute equally to intellectual disabilities?

• A. Behaviorism
• B. Social learning theory
• C. Nature vs Nurture debate
• D. Constructivism

Answer: (C)

The theory that posits both nature and nurture contribute equally to intellectual disabilities is the Nature vs Nurture debate. This debate explores how genetic predispositions (nature) and environmental factors (nurture) both play significant roles in the development of an individual, including their cognitive abilities and potential for intellectual disabilities. It acknowledges that characteristics such as intelligence can be influenced by biological factors, such as genetics and brain chemistry, as well as environmental factors, such as education, socioeconomic status, and family support. In the context of intellectual disabilities, this theory emphasizes that neither genetics nor environment alone can account for the complexities of these conditions; instead, a combination of both influences shapes an individual's cognitive development. This perspective is important in understanding that interventions may need to address both inherent abilities and environmental supports to effectively assist individuals with intellectual disabilities. The other theories mentioned focus on more specific aspects of learning and behavior; for example, behaviorism emphasizes observable behaviors without considering internal thoughts or genetics, while social learning theory centers on learning through observation and social interaction, often neglecting the broader debate of genetic influence. Constructivism is focused on how knowledge is constructed through experiences and does not address the interaction between genetic and environmental factors.

The theory that posits both nature and nurture contribute equally to intellectual disabilities is the Nature vs Nurture debate. This debate explores how genetic predispositions (nature) and environmental factors (nurture) both play significant roles in the development of an individual, including their cognitive abilities and potential for intellectual disabilities. It acknowledges that characteristics such as intelligence can be influenced by biological factors, such as genetics and brain chemistry, as well as environmental factors, such as education, socioeconomic status, and family support.

In the context of intellectual disabilities, this theory emphasizes that neither genetics nor environment alone can account for the complexities of these conditions; instead, a combination of both influences shapes an individual's cognitive development. This perspective is important in understanding that interventions may need to address both inherent abilities and environmental supports to effectively assist individuals with intellectual disabilities.

The other theories mentioned focus on more specific aspects of learning and behavior; for example, behaviorism emphasizes observable behaviors without considering internal thoughts or genetics, while social learning theory centers on learning through observation and social interaction, often neglecting the broader debate of genetic influence. Constructivism is focused on how knowledge is constructed through experiences and does not address the interaction between genetic and environmental factors.