sign in sign up
<<
Home , Biological system, Hindbrain

beings, the homo sapiens, are the most developed among all creatures on this earth. Their ability to walk upright, larger size relative to body weight, and the proportion of specialised brain tissues make them distinct from other species. These features have evolved through millions of years and have enabled them to engage in several complex behaviours. Scientists have attempted to study the relationship of complex human behaviour with the processes of the nervous , particularly the brain. They have tried to discover the neural basis of thoughts, feelings, and actions. By understanding the biological aspects of human beings, you will be able to appreciate how the brain, environment and behaviour interact to generate unique forms of behaviour. In this chapter, we begin with a general description of the in an evolutionary perspective. You will also study the structure and functions of the nervous system. You will learn about the , and its influence on human behaviour. Later in this chapter, you will also study the notion of culture and show its relevance to the understanding of behaviour. This will be followed by an analysis of the processes of enculturation, socialisation, and acculturation.

Evolution occurs through the process of EVOLUTIONARY PERSPECTIVE natural selection. You know that members of You must have observed that people differ each species vary greatly in their physical with respect to their physical and structure and behaviour. The traits or psychological characteristics. The uniqueness characteristics that are associated with high of individuals results from the interaction of rate of survival and of those their genetic endowments and environmental species are the most likely ones to be passed on to the next generations. When repeated demands. generation after generation, natural selection In this world, there are millions of different leads to the evolution of new species that are species of organisms differing in a variety of more effectively adapted to their particular ways. Biologists believe that these species were environment. This is very similar to the not always like this; they have evolved to their selective breeding of horses or other animals present form from their pre-existing forms. It these days. Breeders select the fittest and the is estimated that the characteristics of modern fastest male and female horses from their human beings developed some 2,00,000 years stock, and promote them for selective breeding ago as a result of their continuous interaction so that they can get the fittest horses. Fitness with the environment. is the ability of an to survive and Evolution refers to gradual and orderly contribute its genes to the next generation. biological changes that result in a species from Three important features of modern their pre-existing forms in response to the human beings differentiate them from their changing adaptational demands of their ancestors: (i) a bigger and developed brain with environment. Physiological as well as increased capacity for cognitive behaviours behavioural changes that occur due to the like perception, memory, reasoning, problem evolutionary process are so slow that they solving, and use of language for become visible after hundreds of generations. communication, (ii) ability to walk upright on

44 Psychology two legs, and (iii) a free hand with a workable or placing different demands on our . opposing thumb. These features have been Such experiences, opportunities and demands with us for several thousand years. also influence our behaviour considerably. Our behaviours are highly complex and These influences become more potent and more developed than those of other species visible as we move from infancy to later years because we have got a large and highly of . Thus, besides biological bases, there developed brain. development is are cultural bases of behaviour also. You will evidenced by two facts. Firstly, the weight of learn about the role of culture in behaviour at the brain is about 2.35 per cent of the total a later point in this chapter. body weight, and it is the highest among all species (in elephant it is 0.2 per cent). Secondly, BIOLOGICAL BASIS OF BEHAVIOUR the human is more evolved than other parts of the brain. These evolutions have resulted due to the Neurons influence of environmental demands. Some Neuron is the basic unit of our nervous behaviours play an obvious role in evolution. system. Neurons are specialised cells, which For example, the ability to find food, avoid possess the unique property of converting predators, and defend one’s young are the various forms of stimuli into electrical objectives related to the survival of the impulses. They are also specialised for organisms as well as their species. The reception, conduction and transmission of biological and behavioural qualities, which are information in the form of electrochemical helpful in meeting these objectives, increase signals. They receive information from an organism’s ability to pass it on to the future organs or from other adjacent neurons, carry generation through its genes. The them to the (brain and environmental demands lead to biological and ), and bring motor information from behavioural changes over a long period of time. the central nervous system to the motor organs (muscles and glands). BIOLOGICAL AND CULTURAL ROOTS Nearly 12 billion neurons are found in the human nervous system. They are of many An important determinant of our behaviour types and vary considerably in shape, size, is the biological structures that we have chemical composition, and . Despite inherited from our ancestors in the form of these differences, they share three developed body and brain. The importance of fundamental components, i.e. soma, such a biological bases becomes obvious when dendrites, and axon. we observe cases in which brain cells have The soma or body is the main body of been destroyed by any disease, use of drug or the cell. It contains the nucleus of the an accident. Such cases develop various kinds cell as well as other structures common to living of physical and behavioural disabilities. Many cells of all types (Figure 3.1). The genetic children develop mental retardation and other material of the neuron is stored inside the abnormal symptoms due to transmission of a nucleus and it becomes actively engaged during faulty gene from the parents. cell reproduction and protein synthesis. The As human beings, we not only share a soma also contains most of the (cell- biological system, but also certain cultural fluid) of the neuron. Dendrites are the branch- . These systems are quite varied across like specialised structures emanating from the human . All of us negotiate our soma. They are the receiving ends of a neuron. lives with the culture in which we are born Their function is to receive the incoming neural and brought up. Culture provides us with impulses from adjacent neurons or directly different experiences and opportunities of from the sense organs. On dendrites are found learning by putting us in a variety of situations specialised receptors, which become active

45 Chapter 3 • The Bases of Human Behaviour

2021-22 when a signal arrives in electrochemical or energy comes into contact with receptors, biochemical form. The received signals are electrical changes in the nerve potential start. passed on to soma and then to axon so that Nerve potential is a sudden change in the the information is relayed to another neuron electrical potential of the surface of a neuron. or to muscles. The axon conducts the When the stimulus energy is relatively weak, information along its length, which can be the electrical changes are so small that the several feet in the spinal cord and less than a nerve impulse is not generated, and we do not millimeter in the brain. At the terminal point feel that stimulus. If the stimulus energy is the axon branches into small structures, called relatively strong, electrical impulses are terminal buttons. These buttons have the generated and conducted towards the central capability for transmitting information to nervous system. The strength of the nerve another neuron, gland and muscle. Neurons impulse, however, does not depend on the generally conduct information in one direction, strength of the stimulus that started the that is, from the dendrites through soma and impulse. The nerve fibers work according to axon to the terminal buttons. the “all or none principle”, which means that The conduction of information from one they either respond completely or do not place to another in the nervous system is done respond at all. The strength of the nerve through , which are bundles of axons. impulse remains constant along the nerve Nerves are mainly of two types: sensory and fiber. motor. Sensory nerves, also called afferent nerves, carry information from sense organs Synapse to central nervous system. On the other hand, Information is transmitted from one place to motor nerves, also called efferent nerves, carry another within the nervous system in the form information from central nervous system to of a neural impulse. A single neuron can carry muscles or glands. A conducts a neural impulse up to a distance covered by neural commands which direct, control, and the length of its axon. When the impulse is to regulates our movements and other responses. be conducted to a distant part of the body, a There are some mixed nerves also, but sensory number of neurons participate in the process. and motor fibers in these nerves are separate. In this process, one neuron faithfully relays the information to a neighboring neuron. The Nerve Impulse axon tip of a preceding neuron make Information travels within the nervous system functional connections or synapse with in the form of a nerve impulse. When stimulus dendrites of the other neuron. A neuron is

Terminal Dendrites (receiving end) buttons

Nucleus Cytoplasm

Soma Myelin sheath

Axon Nodes of ranvier (transmitting)

Fig.3.1 : The Structure of Neuron

46 Psychology

2021-22 never physically connected with another functions. Based on location, the nervous neuron; rather there is a small gap between system can be divided into two parts: Central the two. This gap is known as synaptic cleft. Nervous System (CNS) and Peripheral Nervous The neural impulse from one neuron is System (PNS). The part of the nervous system transmitted by a complex synaptic found inside the hard bony cases (cranium transmission process to another neuron. The and backbone) is classified as CNS. Brain and conduction of neural impulse in the axon is spinal cord are the organs of this system. The electrochemical, while the nature of synaptic parts of the nervous system other than central transmission is chemical (Figure 3.2). The nervous system are placed in the PNS. PNS chemical substances are known as can be further classified into Somatic and neurotransmitters. . is concerned with voluntary actions, while the autonomic nervous system performs functions on which we have no voluntary control. The organisation of the nervous system is schematically presented in Figure 3.3.

Terminal button Nervous System Synaptic vesicles Dendrite Peripheral Nervous Central Nervous System (PNS) System (CNS) (Neural outside Brain and Spinal Cord) Neurotransmitter Spinal Cord Brain (Ascending Pathways, Synaptic cleft (Hindbrain, , Interneurons, and and ) Descending Pathway) Fig.3.2 : Transmission of Nerve Impulse through Synapse Somatic Nervous Autonomic Nervous System (SNS) System (ANS) (Sensory and Motor (Internal System, STRUCTURE AND FUNCTIONS OF NERVOUS Nerves, Voluntary) Involuntary) SYSTEM AND ENDOCRINE SYSTEM AND THEIR RELATIONSHIP WITH BEHAVIOUR AND Sympathetic Parasympathetic Division Division XPERIENCE E (Trouble Shooter) (Housekeeping) Since our biological structures play an important role in organisation and execution of behaviour, we shall look at these structures Endocrine System in some detail. In particular, you will read about the nervous system and the endocrine system, which work together in giving a shape Fig.3.3 : Schematic Representation of the Nervous to human behaviour and experience. System

The Nervous System The Peripheral Nervous System Human nervous system is the most complex The PNS is composed of all the neurons and and most developed of all living creatures. nerve fibers that connect the CNS to the rest Though the nervous system functions as a of the body. The PNS is divided into Somatic whole, for the ease of study, we can divide it Nervous System and Autonomic Nervous into many parts depending on its location or System. The autonomic nervous system is

47 Chapter 3 • The Bases of Human Behaviour

2021-22 further divided into Sympathetic and There are thirty one sets of spinal nerves Parasympathetic systems. The PNS provides coming out of or reaching to the spinal cord. information to the CNS from sensory receptors Each set has sensory and motor nerves. Spinal (eyes, , , etc.) and relays back motor nerves have two functions. The sensory fibers commands from the brain to the muscles and of the spinal nerves collect sensory information glands. from all over the body (except the head region) and send them to the spinal cord from where The Somatic Nervous System they are then carried out to the brain. In addition, motor impulses coming down from This system consists of two types of nerves, the brain are sent to the muscles by the motor called and spinal nerves. There fibers of the spinal nerves. are twelve sets of cranial nerves which either emanate from or reach different locations of The Autonomic Nervous System the brain. There are three types of cranial nerves - sensory, motor, and mixed. Sensory This system governs activities which are nerves collect sensory information from normally not under direct control of receptors of the head region (vision, audition, individuals. It controls such internal functions smell, , touch, etc.) and carry them to as , circulation, salivation, the brain. The motor nerves carry motor contraction, and emotional reactions impulses originating from the brain to muscles (Figure 3.4). These activities of the autonomic of the head region. For example, movements system are under the control of different of the eyeballs are controlled by motor cranial structures of the brain. nerves. Mixed nerves have both sensory and The Autonomic Nervous System has two motor fibers, which conduct sensory and divisions: Sympathetic division and motor information to and from the brain. Parasympathetic division. Although the effect

Parasympathetic Sympathetic Stimulates tear glands Constricts pupil Dilates pupil

Inhibits tear gland Inhibits salivation Increases salivation Increases sweating

Accelerates Slows heart Dilates bronchi Constricts bronchi Decreases digestive functions of stomach Increases digestive Secretes adrenaline functions of stomach

Chain of Decreases digestive Increases digestive sympathetic functions of intestine functions of intestine Spinal ganglia cord Inhibits bladder Contracts bladder

Fig.3.4 : The Functions of the Autonomic Nervous System

48 Psychology

2021-22 of one division is opposite to the effect of the Brain scanning reveals that while some mental other, both work together to maintain a state functions are distributed among different of equilibrium. The sympathetic division deals areas of the brain, many activities are localised with emergencies when the action must be also. For example, the occipital lobe of the quick and powerful, such as in situations of brain is a specialised area for vision. fight or flight. During this period, the stops, blood flows from internal organs to the ActivityActivityActivity 3.1 muscles, and breathing rate, oxygen supply, heart rate, and blood sugar level increases. Ask some students to make small slips of paper The Parasympathetic division is mainly and write names of the parts of the nervous concerned with conservation of energy. It system on them. Put the slips together in a bowl monitors the routine functions of the internal and ask the students from the class to pick one slip each. Give them a few minutes and ask them system of the body. When the emergency is to learn the location and function of the part over, the parasympathetic division takes over; mentioned in the slip. Each student is to then come it decelerates the sympathetic activation and forward and introduce him/herself as that part calms down the individual to a normal and explain the location and functions of that condition. As a result all body functions like part. heart beat, breathing, and blood flow return to their normal levels. Structure of the Brain The Central Nervous System For the convenience of study, the brain can The central nervous system (CNS) is the centre be divided into three parts: Hindbrain, of all neural activity. It integrates all incoming Midbrain and Forebrain (Figure 3.5). sensory information, performs all kinds of cognitive activities, and issues motor commands to muscles and glands. The CNS Cerebrum Thalamus comprises of the (a) brain and (b) spinal cord. (cerebral cortex) You will now read about the functions of the major parts of the brain and for what behaviours is each part responsible. Midbrain The Brain and Behaviour It is believed that the human brain has evolved Medulla over millions of years from the of lower oblongata animals, and this evolutionary process still continues. We can examine the levels of structures in the brain, from its earliest to the most recent form in the process of evolution. The , brain stem and cerebellum Spinal cord are the oldest structures, while Cerebral Cortex is the latest development in the course Fig.3.5 : Structure of the Brain of evolution. An adult brain weighs about Hindbrain 1.36 kg and contains around 100 billion This part of the brain consists of the following neurons. However, the most amazing thing structures: about the brain is not its number of neurons but its ability to guide human behaviour and : It is the lowest part of the thought. The brain is organised into structures brain that exists in continuation of the spinal and regions that perform specific functions. cord. It contains neural centres, which

49 Chapter 3 • The Bases of Human Behaviour

2021-22 regulate basic life supporting activities like a vital role in our behaviour. It regulates breathing, heart rate, and blood pressure. This physiological processes involved in emotional is why medulla is known as the vital centre of and motivational behaviour, such as eating, the brain. It has some centres of autonomic drinking, sleeping, temperature regulation, activities also. and sexual arousal. It also regulates and controls the internal environment of the body Pons : It is connected with medulla on one (e.g., heart rate, blood pressure, temperature) side and with the midbrain on the other. A and regulates the secretion of from nucleus (neural centre) of pons receives various endocrine glands. auditory signals relayed by our ears. It is believed that pons is involved in sleep Thalamus : It consists of an egg-shaped cluster mechanism, particularly the sleep of neurons situated on the ventral (upper) side characterised by dreaming. It contains nuclei of the hypothalamus. It is like a relay station affecting respiratory movement and facial that receives all incoming sensory signals from expressions also. sense organs and sends them to appropriate parts of the cortex for processing. It also Cerebellum : This highly developed part of the receives all outgoing motor signals coming hindbrain can be easily recognised by its from the cortex and sends them to appropriate wrinkled surface. It maintains and controls parts of the body. posture and equilibrium of the body. Its main function is coordination of muscular The Limbic System : This system is composed movements. Though the motor commands of a group of structures that form part of the originate in the forebrain, the cerebellum old mammalian brain. It helps in maintaining receives and coordinates them to relay to the internal by regulating body muscles. It also stores the memory of movement temperature, blood pressure, and blood sugar patterns so that we do not have to concentrate level. It has close links with the hypothalamus. on how to walk, dance, or ride a bicycle. Besides hypothalamus, the limbic system comprises the Hippocampus and Amygdala. Midbrain The hippocampus plays an important role in long-term memory. The amygdala plays an The midbrain is relatively small in size and it important role in emotional behaviour. connects the hindbrain with the forebrain. A few neural centres related to some special The Cerebrum : Also known as Cerebral reflexes and visual and auditory sensations Cortex, this part regulates all higher levels of are found here. An important part of midbrain, cognitive functions, such as attention, known as Reticular Activating System (RAS), perception, learning, memory, language is responsible for our arousal. It makes us behaviour, reasoning, and problem solving. alert and active by regulating sensory inputs. The cerebrum makes two-third of the total It also helps us in selecting information from mass of the human brain. Its thickness varies the environment. from 1.5 mm to 4 mm, which covers the entire surface of the brain and contains neurons, Forebrain neural nets, and bundles of axons. All these It is considered to be the most important part make it possible for us to perform organised of the brain because it performs all cognitive, actions and create images, symbols, emotional, and motor activities. We will associations, and memories. The cerebrum is divided into two discuss four major parts of the forebrain: symmetrical halves, called the Cerebral hypothalamus, thalamus, limbic system, and Hemispheres. Although the two hemispheres cerebrum. appear identical, functionally one hemisphere Hypothalamus : The hypothalamus is one of usually dominates the other. For example, the the smallest structures in the brain, but plays left hemisphere usually controls language

50 Psychology

2021-22 behaviour. The right hemisphere is usually inside the spine. Its one end is connected with specialised to deal with images, spatial the medulla of the brain and another is free relationships, and pattern recognition. These at the tail end. Its structure all along its length two hemispheres are connected by a white is similar. The butterfly shaped mass of grey bundle of myelinated fibers, called Corpus matter present in the centre of the spinal cord Callosum that carries messages back and forth contains association neurons and other cells. between the hemispheres. Surrounding the is the white Cerebral cortex has also been divided into matter of the spinal cord, which is composed four lobes - Frontal lobe, Parietal lobe, of the ascending and descending neural tracts. Temporal lobe, and Occipital lobe. The Frontal These tracts (collections of nerve fibers) lobe is mainly concerned with cognitive connect the brain with the rest of the body. functions, such as attention, thinking, The spinal cord plays the role of a huge cable, memory, learning, and reasoning, but it also which exchanges innumerable messages with exerts inhibitory effects on autonomic and the CNS. There are two main functions of the emotional responses. The Parietal lobe is spinal cord. Firstly, it carries sensory impulses mainly concerned with cutaneous sensations coming from the lower parts of the body to and their coordination with visual and auditory the brain; and motor impulses originating from sensations. The Temporal lobe is primarily the brain to all over the body. Secondly, it concerned with the processing of auditory performs some simple reflexes that do not information. Memory for symbolic sounds and involve the brain. Simple reflexes involve a words resides here. Understanding of speech , a motor nerve, and the and written language depends on this lobe. The association neurons of the grey matter of the Occipital lobe is mainly concerned with visual spinal cord. information. It is believed that interpretation of visual impulses, memory for visual stimuli Reflex Action and colour visual orientation is performed by this lobe. A reflex is an involuntary action that occurs Physiologists and psychologists have tried very quickly after its specific kind of to identify specific functions associated with stimulation. The reflex action takes place specific brain structures. They have found that automatically without conscious decision of no activity of the brain is performed only by a the brain. Reflex actions are inherited in our single part of the cortex. Normally, other parts nervous system through evolutionary are involved, but it is also correct that there is processes, for example, the eye-blinking reflex. some localisation of functions, i.e. for a Whenever any object suddenly comes near our particular function, a particular part of the eyes, our eyelids blink. Reflexes serve to cortex plays a more important role than the protect the organism from potential threats other parts. For example, if you are driving a and preserve life. Though several reflex actions car, you see the road and other vehicles by are performed by our nervous system, the the function of your occipital lobe, hear the familiar reflexes are the knee jerk, pupil horns by the function of your temporal lobe, constriction, pulling away from very hot or cold do many motor activities controlled by parietal objects, breathing and stretching. Most reflex lobe, and make decisions by the help of frontal actions are carried out by the spinal cord and lobe. The whole brain acts as a well do not involve the brain. coordinated unit in which different parts contribute their functions separately. The Endocrine System The endocrine glands play a crucial role in Spinal Cord our development and behaviour. They secrete The spinal cord is a long rope-like collection specific chemical substances, called of nerve fibers, which run along the full length hormones, which control some of our

51 Chapter 3 • The Bases of Human Behaviour

2021-22 behaviours. These glands are called ductless Some hormones are secreted at a steady glands or endocrine glands, because they do rate throughout life, while others are secreted not have any duct (unlike other glands) to send at an appropriate time in life. For example, their secretions to specific places. Hormones the growth is released steadily are circulated by the bloodstream. The through childhood, with some spurt during endocrine glands form the endocrine system adolescence, but gonadotropic hormones are of the body. This system works in conjunction secreted at the age of puberty, which with different parts of the nervous system. The stimulates the secretion of appropriate sex whole system is thus known as hormones among boys and girls. As a result, neuroendocrine system. Figure 3.6 shows the primary and secondary sexual changes take major endocrine glands of the body. place.

Thyroid Gland This gland is located in the neck. It produces Pituitary thyroxin that influences the body’s metabolic rate. Optimum amount of thyroxin is secreted and regulated by an anterior pituitary hormone, the Thyroid Stimulating Hormone. (TSH). The steady secretion of this hormone maintains the production of energy, consumption of oxygen and elimination of wastes in body cells. On the other hand, underproduction of thyroxin leads to physical and psychological lethargy. If thyroid gland is removed in young animals, their growth is Adrenal glands stunted and they fail to develop sexually.

Ovary (in female) This gland is located above each . It has Testes two parts, and (in male) adrenal cortex adrenal medulla, each secreting different hormones. The secretion of adrenal cortex is controlled Fig.3.6 : Major Endocrine Glands and regulated by Adrenocorticotrophic Hormone (ACTH) secreted by anterior pituitary Pituitary Gland gland. When the secretion of adrenal cortex This gland is situated within the cranium just goes down, anterior pituitary gets the message below the hypothalamus. The pituitary gland and increases the secretion of ACTH, which is divided into anterior pituitary and posterior stimulates the adrenal cortex to secrete more pituitary. The anterior pituitary is directly hormones. connected with hypothalamus, which The adrenal cortex secretes a group of regulates its hormonal secretions. The hormones, called corticoids, which are pituitary gland secretes the growth hormone utilised by the body for a number of and many other hormones, which direct and physiological purposes, e.g., regulation of regulate the secretions of many other minerals in the body, particularly sodium, endocrine glands found in our body. This is potassium, and chlorides. Any disturbance in why the pituitary gland is known as the its function seriously affects the functions of “master gland”. the nervous system.

52 Psychology

2021-22 Adrenal medulla secretes two hormones, preparation of for the possible reception namely epinephrine and norepinephrine of fertilised ovum. (also known as adrenaline and noradrenaline, The hormonal system for reproductive respectively). Sympathetic activation, such as behaviour is much simpler in the male increased heart rate, oxygen consumption, because there is no cyclic pattern. Testes in metabolic rate, muscle tone, etc., take place males produce sperm continuously and through the secretion of these two hormones. secrete male sex hormones called androgens. Epinephrine and norepinephrine stimulate the The major androgen is testosterone. hypothalamus, which prolongs emotions in an Testosterone prompts secondary sexual individual even when the stressor has been changes such as physical changes, growth of removed. facial and body , deepening of voice, and increase in sexually oriented behaviour. Pancreas Increased aggression and other behaviours are The pancreas, lying near the stomach, has a also linked with testosterone production. primary role in digestion of food, but it also The normal functioning of all hormones is secretes a hormone known as insulin. Insulin crucial to our behavioural well-being. Without helps the to break down glucose for use a balanced secretion of hormones, the body by the body or for storage as glycogen by the would be unable to maintain the state of liver. When insulin is not secreted in proper internal equilibrium. Without the increased amount, people develop a disease, called secretion of hormones during the times of diabetic mellitus or simply diabetes. stress, we would not be able to react effectively to potential dangers in our environment. Gonads Finally, without the secretion of hormones at specific times in our lives, we would not be Gonads refer to testes in males and in able to grow, mature and reproduce. females. The hormones secreted by these glands control and regulate sexual behaviours and reproductive functions of males and HEREDITY : GENES AND BEHAVIOUR females. Secretion of hormones of these glands We inherit characteristics from our parents in is initiated, maintained and regulated by a the form of genes. A child at birth possesses a hormone, called gonadotrophic hormone unique combination of genes received from (GTH) secreted by the anterior pituitary. The both parents. This inheritance provides a secretion of GTH starts at the age of puberty distinct biological blueprint and timetable for (10 to 14 years in human beings) and an individual’s development. The study of the stimulates gonads to secrete hormones, which inheritance of physical and psychological in turn stimulates development of primary and characteristics from ancestors is referred to secondary sexual characteristics. as . The child begins life as a single The ovaries in females produce estrogens zygote cell (mother’s ovum fertilised by father’s and progesterone. Estrogens guide the sexual sperm). Zygote is a tiny cell with a nucleus in development of the female body. Primary its center containing chromosomes. These sexual characteristics related with chromosomes with all genes are inherited from reproduction, such as development of ovum each parent in equal numbers. or egg cell, appear on every 28 days or so in the of a sexually mature female. Chromosomes Secondary sexual characteristics, such as development, rounded body contours, Chromosomes are the hereditary elements of widened , etc., also depend on this the body. They are threadlike-paired hormone. Progesterone has no role in sexual structures in the nucleus of each cell. The development. Its function is related with number of chromosomes per nucleus is

53 Chapter 3 • The Bases of Human Behaviour

2021-22 distinctive, and is constant for each living other behavioural traits). The traits, which can organism. The gametic cells (sperm and ovum) be passed on to the offspring through genetic have 23 chromosomes but not in pairs. A new material are called its genotype. All biological generation results from the fusion of a sperm and psychological characteristics that a modern cell and an egg cell. man possesses are the result of genotype At the time of conception, the organism inheritance with phenotypical variations. inherits 46 chromosomes from parents, 23 A given gene can exist in several different from the mother and 23 from the father. Each forms. Change of a gene from one form to of these chromosomes contains thousands of another is called mutation. The type of genes. However, the sperm cell (fathers’) differs mutation that occurs spontaneously in nature from the egg cell (mother’s) in one important provides variation in genotypes and permits respect. The 23rd chromosome of the sperm the evolution of new species. Mutation permits cell can be either the capital X or Y type of the recombination of new genes with the genes English alphabet. If the X type sperm fertilises already present. This new combination of the egg cell, the fertilised egg will have an XX genes structure is then put to test in the 23rd chromosome pair, and the child will be a environment, which can select out those female. On the other hand, if a Y type sperm genotypes that turn out to be best fitted for the environment. fertilises the egg, the 23rd chromosome pair will be XY, and the child will be a male. Chromosomes are composed mainly of a CULTURAL BASIS : SOCIO-CULTURAL substance called Deoxyribonucleic Acid SHAPING OF BEHAVIOUR (DNA). Our genes are composed chiefly of DNA molecules. The two genes that control the After reading the biological basis of behaviour development of each trait are situated at the you may have developed an idea that many of same locus, one on each chromosome of a our behaviours are influenced by hormones particular pair. The exception is the sex and many others occur as reflexive responses. chromosomes, i.e. the pair of chromosomes However, hormones and reflexes do not that determines an individual’s sex. explain all of our behaviour. The hormones play an important role in regulating human , but they do not completely control ActivityActivityActivity 3.2 human behaviour. Similarly stereotype (fixed pattern), which is the most distinguishing Divide the class in two groups and have a debate feature of a reflex, does not appear with most on the topic “Psychologists should leave the study human responses. of neurons, synapses and the nervous system to biologists”. One group should speak in favour and We can draw examples from several the other group against the . domains of our life to argue that our behaviour is more complex than the behaviour of animals. A major reason for this complexity is that unlike animals, human beings have a Genes culture to regulate their behaviour. Let us Every chromosome stores thousands of genetic consider the basic need of hunger. We know commands in the form of genes. These genes that it has a biological basis, which is common dictate much of the course of an organism’s among animals and human beings, but the development. They contain instructions for the way this need is gratified by human beings is production of specific proteins, which regulate extremely complex. For example, some people the body’s physiological processes and the eat vegetarian food, while others eat non- expression of phenotypic traits. The observable vegetarian food. How have they become traits of an organism are called phenotype (e.g., vegetarians and non-vegetarians? Some body built, physical strength, intelligence, and vegetarians take eggs; others do not. Why is

54 Psychology

2021-22 that so? Try to think how people have come to is also governed by many rules, standards, behave so differently in terms of food intake. If values, and laws. However, these rules and you explore further you will also find variations standards also remain in a continuous process in the manner in which food is eaten (e.g., of change. directly with hand, or with the help of spoons, These examples illustrate that biological forks and knives). factors alone cannot help us very much in Sexual behaviour can be taken as another understanding human behaviour. The nature example. We know that this behaviour involves of human beings is very different from those hormones and reflexive reactions in animals provided to us by biological scientists. Human and human beings alike. While among animals nature has evolved through an interplay of sexual behaviour is fairly simple and reflexive biological and cultural forces. These forces (all animals indulge in sexual behaviour have made us similar in many ways and almost in the same manner), it is so complex different in others. among human beings that it can hardly be described as reflexive. Partner preferences are Concept of Culture a key feature of human sexual behaviour. The bases of these preferences widely differ within You have read that human behaviour can and across societies. Human sexual behaviour be understood only by viewing it in the

BoxBoxBox 3.1 Biological and Cultural Transmission

In relatively modern years, a discipline called involves intergenerational learning (via teaching and has emerged that deals with the imitation), which makes it distinct from of biology and society. It explains transmission. In cultural transmission, individuals are human social behaviour in an evolutionary influenced by people other than their biological framework on the basis of “inclusive fitness”, parents, while in biological transmission only the which means that each organism is supposed to parents can be the source of influence. Thus, only behave in a manner so as to maximise its human beings have “cultural parents” (e.g., members reproductive success. Researchers, who have of extended families, teachers, and other influential studied several social behaviours (e.g., courtship, people). Cultural evolution is also not restricted to mating, child rearing), underscore the continuity intergenerational influences. Ideas are transmitted of development of biologically related creatures. within generations so much so that it is even possible They recognise that human behaviour cannot be for older people to model their behaviour after younger attributed solely to biological predispositions. It ones. is greatly affected by learning. Heidi Keller, a The two processes are also similar in important distinguished psychologist, recently argued that ways. Both proceed in interaction with the demands genetic endowment should not be misunderstood of environment. Both involve changes that either stay as expressing fixed, deterministic relationships or get lost depending on how adaptive they are (i.e., between genes and behaviour. She has proposed how nicely they fit the environment in which they first the notion of “genetic preparedness”, which occurred). Thus, at the human level, we find evidence suggests that acquisition of particular behaviours for a “dual inheritance” theory. Biological inheritance via learning occurs in fairly efficient ways to takes place through genes, while cultural inheritance facilitate our with the environment. takes place through memes. The former takes place It is now believed that human evolution in a “top-down” manner (i.e. from parents to children), involves both genetic and cultural transmissions. while the latter may also take place in a “bottom-up” These transmission processes are different in manner (i.e. from children to parents). Dual inheritance certain respects, but they have parallel features. theory also shows that although biological and cultural Genetic transmission is a process that occurs in forces may involve different processes, they work as all organisms in a similar manner, but cultural parallel forces, and interact with each other in offering transmission is a unique human process. It explanation of an individual’s behaviour.

55 Chapter 3 • The Bases of Human Behaviour

2021-22 socio-cultural context in which it occurs. schooling. This institution also provides with Human behaviour is fundamentally social. It behavioural expectation for all those who involves relationships with other people, participate in it . Both teachers and students reactions to their behaviour, and engagement have a series of roles to play and with innumerable products made available to responsibilities to share. Individuals, families us by our predecessors. Although many other and communities have different views about species are also social like us, human beings schooling. Some believe that school education are cultural as well. is a valuable thing. They have unshaken faith You may ask: what does it mean to be that school education can make people cultural? In order to answer this question, we powerful and change their destiny. Others will need to understand the meaning of consider it neither valuable nor do they have culture. In the simplest terms, culture refers faith in its strength as such. Some societies to “the man-made part of the environment”. emphasise on equal education for boys and It comprises diverse products of the behaviour girls; others do not. Some groups widely of many people, including ourselves. These participate in the process of schooling, others products can be material objects (e.g., tools, (e.g., some tribal groups) participate little or sculptures), ideas (e.g., categories, norms) or not at all. People with special needs often social institutions (e.g., family, school). We find remain deprived of school education for a them almost everywhere. They influence number of reasons. People’s views about behaviour, although we may not always be communities, gender, caste groups and those aware of it. with special needs and their educability also Let us look at some examples. The room differ widely across societies. you might be in now is a cultural product. It As you look around you will find that is the result of someone’s architectural ideas much of our life as human beings involves and building skills. Your room may be interacting with various cultural products, rectangular, but there are many places where and behaving in accord with them. This means rooms are not rectangular (e.g., those of that culture shapes our behaviour in a Eskimos). While reading this chapter you significant manner. However, it may also be might be sitting on a chair that some people noted at this point that just as culture shapes designed and built some time ago. Since sitting us, we also shape our culture. Several in a chair requires a particular posture, this anthropologists have pointed out the mutual invention is shaping your behaviour. There are influences of culture and psyche on each societies without chairs. Just try to think how other. They suggest that the relationship people in those societies would be sitting in between individuals and their social order to do some reading. surroundings is interactive, and in the course Students sit on chairs in the “classrooms”, of these interactions, they constitute each but chairs are not found in all schools. In other. This perspective emphasises that schools in most villages there are no chairs human beings are not passive recipients of for students. They sit on the ground, or on a cultural forces. Instead, they themselves create piece of sack spread over it. That in some the context in which their behaviour is shaped. societies children gather in rooms facing a teacher is another kind of cultural product, called “schooling”. This institution may have ActivityActivityActivity 3.3 material aspects, such as buildings, and ideational aspects, such as the notion that Talk to students belonging to different States regarding their food, festivals, dress, customs, schooling should take place at a specific place etc. and time, or the idea that individuals attending Prepare a list of the differences and “schools” must be evaluated and given similarities and discuss with your teacher. certificates on successful completion of

56 Psychology

2021-22 What is Culture? In the previous paragraphs, we have made frequent use of the terms culture and In spite of the fact that culture is always with society. Often they are considered to carry us, much confusion exists in defining culture. similar meaning. Let us note at this point that It is more like the notion of “energy” in physics they are not the same thing. A society is a or “group” in sociology. Some believe that group of people who occupy a particular culture really exists out there, and it matters territory and speak a common language not to individuals, while others believe that culture generally understood by neighbouring people. does not really exist, instead it is an idea A society may or may not be a single nation, created and shared by a group of people. but every society has its own culture, and it is The innumerable definitions of culture culture that shapes human behaviour from commonly point to some of its essential society to society. Culture is the label for all features. One is that culture includes the different features that vary from society behavioural products of others who preceded to society. It is these different features of us. It indicates both substantial and abstract society whose influences psychologists want particulars that have prior existence in one to examine in their studies of human form or another. Thus, culture is already there behaviour. Thus, a group of people, who as we begin life. It contains values that will be manage their livelihood through hunting and expressed and a language in which to express gathering in forests, would present a life them. It contains a way of life that will be characterised by certain features that will not followed by most of us who grow up in that be found in a society that lives mainly on context. Such a conceptualisation of culture agricultural produce or wage earnings. tends to place it outside the individual, but there are also treatments of culture that places Cultural Transmission it in the minds of individuals. In the latter case, culture is identified with a historically We have seen earlier that as human beings transmitted pattern of meanings embodied in we are both biological and socio-cultural symbols. Culture provides meaning by creatures. As biological creatures, we have creating significant categories like social certain vital needs. Their fulfilment enhances practices (e.g., marriage) and roles (e.g., our chances of surviving. In fulfilling these bridegroom) as well as values, beliefs and needs we use most of our acquired skills. We premises. As Richard Shweder put it, to learn also have a highly developed capacity to benefit that “a mother’s sister’s husband is an uncle”, from experiences of our own and those of one must somehow receive the ‘frame’ of others. No other creature has learning capacity understanding from others. to the same extent as we have. No other Whether culture is taken as an existing creature has created an organised system of reality, or as an abstraction, or both, it exerts learning, called education, and none in this many real influences on human behaviour. It universe wants to learn as much as we do. As allows us to categorise and explain many a result, we display many forms of behaviour important differences in human behaviour that are uniquely human, and creations of that were previously attributed to biological what we call culture. The processes of differences. Social and cultural contexts within enculturation and socialisation make us which human development takes place vary cultural beings. widely over time and place. For example, some twenty years ago children in India would not ENCULTURATION have known several products that are now part of a child’s world. Similarly an Adivasi living Enculturation refers to all learning that takes in a remote forest or hilly area would not have place without direct, deliberate teaching. We a “pizza” or “sandwich” as breakfast. learn certain ideas, concepts, and values

57 Chapter 3 • The Bases of Human Behaviour

2021-22 simply because of their availability in our generation to the next. Its failure in any society cultural context. For example, what is may endanger the very existence of that “vegetable” and what is “weed” or what is society. “cereal” and what is “non-cereal” is defined The concept of socialisation suggests that by what is already there, previously labelled all human beings are capable of a far greater as “vegetable” or “cereal” and agreed upon by repertoire of behaviours than they ever exhibit. people at large. Such concepts are transmitted, We begin life in a particular social context, both directly and indirectly, and are learned and there we learn to make certain responses very well because they are an integral part of and not others. The most clear example is our the life of a cultural group, and are never linguistic behaviour. Although we can speak questioned. All such examples of learning are any language that exists in this world, we learn called “enculturation”. to speak only that language which people Thus, enculturation refers to all learning around us speak. Within this social context that occurs in human life because of its we also learn many other things (e.g., when availability in our socio-cultural context. The to express emotions and when to suppress key element of enculturation is learning by them). observation. Whenever we learn any content The probability of our behaving in a of our society by observation, enculturation particular way is greatly affected by people who is in evidence. These contents are culturally relate to us. Any one who possesses power shaped by our preceding generations. In this relative to us can socialise us. Such people are sense, enculturation always refers to learning called “socialisation agents”. These agents something that is already available. A major include parents, teachers and other elders, who part of our behaviour is the product of are more knowledgeable in the ways of their enculturation. In Indian families, many society. Under certain conditions, however, even complex activities, like cooking, are learned our age peers can affect socialisation. by observation. There is no prescribed The process of socialisation is not always curriculum and no textbook for such activities, a smooth transition between the individual and there is also no deliberate instruction for and the socialisation agent. It sometimes cooking. involves conflicts. In such situations not only Although the effects of enculturation are are some responses punished, but some are obvious, people are generally not aware of also blocked by the behaviour of others in these effects. They are also generally not aware effective ways. At the same time, several of what is not available in the society to be responses need to be rewarded so that they learned. This leads to an apparent paradox acquire greater strength. Thus, reward and that people who are most thoroughly punishment serve as basic means for enculturated are often the least aware of their achieving the goals of socialisation. In this culture’s role in modeling them. sense, all socialisation seems to involve efforts by others to control behaviour. Socialisation although primarily consists SOCIALISATION of deliberate teaching for producing Socialisation is a process by which individuals “acceptable” behaviour, the process is not acquire knowledge, skills and dispositions, unidirectional. Individuals are not only which enable them to participate as effective influenced by their social environment, but members of groups and society. It is a process they also influence it. In societies that that continues over the entire life-span, and comprise many social groups, individuals may through which one learns and develops ways choose those to which they wish to belong. of effective functioning at any stage of With increased migration, individuals are not development. Socialisation forms the basis of only socialised once, but are often re-socialised social and cultural transmission from one differently in their life-span. This process is

58 Psychology

2021-22 known as acculturation which we will discuss praising) or in other tangible ways (e.g., buying later in this chapter. chocolates or objects of child’s desire). They Due to the processes of enculturation and also discourage certain behaviours through socialisation we find behavioural similarities non-approving behaviours. They also arrange within societies and behavioural differences to put children in a variety of situations that across societies. Both processes involve provide them with a variety of positive learning from other people. In the case of experiences, learning opportunities, and socialisation, the learning involves deliberate challenges. While interacting with children teaching. In the case of enculturation, teaching parents adopt different strategies, which are is not necessary for learning to take place. generally known as parenting styles. A Enculturation means engagement of people distinction is made between authoritative, in their culture. Since most of the learning authoritarian and democratic or permissive takes place with our engagement in our parenting styles. Studies indicate that parents culture, socialisation can be easily subsumed vary enormously in the treatment of children under the process of enculturation. in terms of their degree of acceptance and A good deal of our learning involves both degree of control. The conditions of life in which enculturation and socialisation. Language parents live (poverty, illness, job stress, nature learning is a good example. While a lot of of family) also influence the styles they adopt language learning takes place spontaneously, in socialising children. Grandparental there is also certain amount of direct teaching proximity and network of social relationships of the language, such as in grammar courses play considerable role in child socialisation in elementary schools. On the other hand, directly or through parental influences. learning of language other than the mother , such as learning of Hindi by a School European child, or of French by a child in India, is completely a deliberate process. School is another important socialising agent. Since children spend a long time in schools, Socialisation Agents which provide them with a fairly organised set up for interaction with teachers and peers, A number of people who relate to us possess school is today being viewed as a more power to socialise us. Such people are called important agent of child socialisation than “socialisation agents”. Parents and family parents and family. Children learn not only members are the most significant socialisation cognitive skills (e.g., reading, writing, doing agents. Legal responsibility of child care, too, mathematics) but also many social skills (e.g., lies with parents. Their task is to nurture ways of behaving with elders and age mates, children in such a manner that their natural accepting roles, fulfilling responsibilities). They potentials are maximised and negative also learn and internalise the norms and rules behaviour tendencies are minimised or of society. Several other positive qualities, such controlled. Since each child is also part of a as self-initiative, self-control, responsibility, larger or society, several other and creativity are encouraged in schools. influences (e.g., teachers, peer groups) also These qualities make children more self- operate on her/his life. We will briefly discuss reliant. If the transaction has been successful, some of these influences. the skills and knowledge children acquire in schools either through curriculum or Parents interaction with teachers and peers also get Parents have most direct and significant transferred to other domains of their life. Many impact on children’s development. Children researchers believe that a good school can respond in different ways to parents in altogether transform a child’s personality. That different situations. Parents encourage certain is why we find that even poor parents want to behaviours by rewarding them verbally (e.g., send their children to good schools.

59 Chapter 3 • The Bases of Human Behaviour

2021-22 Peer Groups ACCULTURATION One of the chief characteristics of the middle childhood stage is the extension of social Acculturation refers to cultural and network beyond home. Friendship acquires psychological changes resulting from contact great significance in this respect. It provides with other cultures. Contact may be direct children not only with a good opportunity to (e.g., when one moves and settles in a new be in company of others, but also for organising culture) or indirect (e.g., through media or various activities (e.g., play) collectively with the other means). It may be voluntary (e.g., when members of their own age. Qualities like one goes abroad for higher studies, training, sharing, trust, mutual understanding, role job, or trade) or involuntary (e.g., through acceptance and fulfilment develop in interaction colonial experience, invasion, political refuge). with peers. Children also learn to assert their In both cases, people often need to learn (and own point of view and accept and adapt to those also they do learn) something new to negotiate of others. Development of self-identity is greatly life with people of other cultural groups. For facilitated by the peer group. Since example, during the British rule in India many communication of children with peer group is individuals and groups adopted several direct, process of socialisation is generally aspects of British lifestyle. They preferred to go to the English schools, take up salaried smooth. jobs, dress in English clothes, speak English Media Influences language, and change their religion. Acculturation can take place any time in In recent years media has also acquired the one’s life. Whenever it occurs, it requires property of a socialisation agent. Through re-learning of norms, values, dispositions, and television, newspapers, books and cinema the patterns of behaviour. Changes in these external world has made/is making its way aspects require re-socialisation. Sometimes into our home and our lives. While children people find it easy to learn these new things, learn about many things from these sources, and if their learning has been successful, shifts adolescents and young adults often derive in their behaviour easily take place in the their models from them, particularly from direction of the group that brings in television and cinema. The exposure to acculturation. In this situation transition to a violence on television is a major issue of new life is relatively smooth and free from discussion, since studies indicate that problems. On the other hand, in many observing violence on television enhances situations people experience difficulties in aggressive behaviour among children. There dealing with new demands of change. They is a need to use this agent of socialisation in a find change difficult, and are thrown into a better way in order to prevent children from state of conflict. This situation is relatively developing undesirable behaviours. painful as it leads to experience of stress and other behavioural difficulties by acculturating individuals and groups. ActivityActivityActivity 3.4 Psychologists have widely studied how people psychologically change during Observe 4-5 families belonging to different acculturation. For any acculturation to take cultural and socio-economic background for place contact with another cultural group is about half an hour in the morning and evening interacting with their children for five days. essential. This often generates some sort of Do you find any difference in parental conflict. Since people cannot live in a state of interaction with their sons and daughters? conflict for a long time, they often resort to Note their distinct pattern of behaviour and certain strategies to resolve their conflicts. For discuss this with your teacher. a long time it was felt that social or cultural change oriented towards modernity was

60 Psychology

2021-22 unidirectional, which meant that all people In order to place some confidence in confronting the problem of change would move conscious acceptance of change, we need to from a traditional state to a state of modernity. analyse them at the subjective level. John Berry However, studies carried out with immigrants is well-known for his studies on psychological to western countries and native or tribal people acculturation. He argues that there are two in different parts of the world have revealed important issues that all acculturating that people have various options to deal with individuals and groups face in culture-contact the problem of acculturative changes. Thus, situations. One relates to the degree to which the course of acculturative change is there is a desire to maintain one’s culture and multidirectional. identity. Another relates to the degree to which there is a desire to engage in daily interactions ActivityActivityActivity 3.5 with members of other cultural group(s). Based on people’s positive or negative Make an attempt to find out people who have answer to these issues, the following four lived for an extended period of time in different acculturative strategies have been derived: cultures. Interview and ask them to give some Integration : It refers to an attitude in examples of cultural differences and similarities which there is an interest in both, maintaining in attitudes, norms, and values. one’s original culture and identity, while staying in daily interaction with other cultural groups. In this case, there is some degree of Changes due to acculturation may be cultural integrity maintained while interacting examined at subjective and objective levels. with other cultural groups. At the subjective level, changes are often Assimilation : It refers to an attitude, reflected in people’s attitudes towards change. which people do not wish to maintain their They are referred to as acculturation attitudes. cultural identity, and they move to become At the objective level, changes are reflected in an integral part of the other culture. In this people’s day-to-day behaviours and activities. case, there is loss of one’s culture and identity. These are referred to as acculturation Separation : It refers to an attitude in strategies. In order to understand which people seem to place a value on holding acculturation, it is necessary to examine it at on to their original culture, and wish to avoid both levels. At the objective level of interaction with other cultural groups. In this acculturation, one can look at a variety of case, people often tend to glorify their cultural changes that might be evident in people’s life. identity. Language, dressing style, means of livelihood, Marginalisation : It refers to an attitude housing and household goods, ornaments, in which there is little possibility or interest furniture, means of entertainment, use of in one’s cultural maintenance, and little technology, travel experience, and exposure interest in having relations with other cultural to movies, etc. can provide clear indications groups. In this case, people generally remain of change that individuals and groups might undecided about what they should do, and have accepted in their life. Based on these continue to stay with a great deal of stress. indicators, we can easily identify the degree You have read in this chapter that human to which acculturative change has entered into behaviour is not fully under the control of an individual’s or a group’s life. The only biological factors alone. Socio-cultural factors problem is that these indicators do not always interact with biological dispositions of indicate conscious acceptance of change by individuals to give a particular shape to their individuals or groups; they are held by people behaviour in a given society. Since societies because they are easily available and and cultures across the globe are not economically affordable. Thus, in some cases, homogeneous, human behaviour is also not these indicators appear somewhat deceptive. expressed in the same way everywhere. This

61 Chapter 3 • The Bases of Human Behaviour

2021-22 Acculturation, All-Or-None Property/Principle, Arousal, Axons, Brain stem, Central nervous system, Cerebellum, Cerebral cortex, Chromosomes, Cortex, Culture, Deoxyribonucleic Acid (DNA), Enculturation, Endocrine glands, Environment, Evolution, Genes, Hemispheres, Heredity, Homo sapiens, Homeostasis, Hypothalamus, Medulla, Memes, Nerve impulse, Neurons, Nucleus, Reticular Activating System (RAS), Skeletal muscles, Socialisation, Soma (Cell body), Somatic nervous system, Species, Synaptic vesicles

62 Psychology which enable them to participate as effective members of groups and society. The most significant socialisation agents are parents, school, peer groups, mass media, etc. • Acculturation refers to cultural and psychological changes resulting from contact with other cultures. The acculturative strategies adopted by individuals during the course of acculturation are integration, assimilation, separation, and marginalisation.

Review Questions

1. How does the evolutionary perspective explain the biological basis of behaviour? 2. Describe how neurons transmit information? 3. Name the four lobes of the cerebral cortex. What functions do they perform? 4. Name the various endocrine glands and the hormones secreted by them. How does the endocrine system affect our behaviour? 5. How does the autonomic nervous system help us in dealing with an emergency situation? 6. Explain the meaning of culture and describe its important features. 7. Do you agree with the statement that ‘biology plays an enabling role, while specific aspects of behaviour are related to cultural factors’? Give reasons in support of your answer. 8. Describe the main agents of socialisation. 9. How can we distinguish between enculturation and socialisation? Explain. 10. What is meant by acculturation? Is acculturation a smooth process? Discuss. 11. Discuss the acculturative strategies adopted by individuals during the course of acculturation.

PPProject Ideas

1. Collect information on a person with brain damage. You can take help from a doctor, consult books or search the internet. Compare it with the normal functioning brain and prepare a report. 2. Write down your daily routine. This should include the activity undertaken, as well as the time when it is done. For example, if you watch television between 7 p.m. and 8 p.m. daily, you should write down the time as well as the activity. Put in as many details as you can. You could include names of the specific programmes you watch on Television. Make a separate schedule for weekdays and weekends. The class can examine the daily schedules, and see which activities are more common amongst the students. Can some cultural values/beliefs be inferred to underlie common, shared experiences? (for example, that all students spend many hours in school on a daily basis reflects that they come from cultures which value school education).

63 Chapter 3 • The Bases of Human Behaviour

2021-22