Based on the situation/environment, individuals may/will express different qualities (Zemack, Dana).
As previously discussed, few people are full/true introverts or extroverts (one would cease to function as a member of society if they were a true introvert, and they would also cease to function in company's absence if they were a full extrovert). Whereas many people generally lean toward one end of the spectrum or the other (in the case of introversion, seek less stimulating environments, and in the case of extroversion, seek more stimulating environments), most humans are categorized genetically as ambiverts, in that they have a general balance of introvert and extrovert features (genes, qualities, etc.). However, when looking at one's fellow members of society and peers, one can still usually categorize another as an introvert or extrovert based on their expressed phenotypes (physical qualities) at the moment. If most humans are ambiverts, except for slight genetic tendencies to lean one way or the other, why do individuals express different qualities that lead to their surface-level designations as introverts or extroverts? In a discussion with Dr. John Peles, my mentor for this project, Dr. Peles touched on this topic, directing me towards a textbook that he uses in his behavioral genetics class, the sixth edition of Behavioral Genetics, by Robert Plomin, John C. DeFries, Valerie S. Knopik, and Jenae M. Neiderhiser. In simple terms, both Dr. Peles and the textbook answered that the underlying factor between individuals' genes and the actual qualities that they express is the relationship between genes and environment. Previously, I discussed a concept known as a "genotype-environment interaction," although at the time, I had only a basic understanding of the topic. As of this point in my research, I still only understand some of the many topics related to the behavioral differences between introverts and extroverts, but now I can at least better explain the genotype-environment interaction, a concept vital to the expression of the qualities that lead to our designation as introverts or extroverts by our peers, along with its complementary topic, the "genotype-environment correlation." The basis of the genotype-environment correlation is that one's genotype, or their genetic constitution, affect the individual's discrimination in creating their environments. In other words, genes determine environment. Because most individuals do have a, albeit small, genetic leaning toward being an introvert or an extrovert, they thereby place themselves in environments conducive to their needs/preferences. As a result, by witnessing individuals functioning at their best in certain environments, and by witnessing the effects that these environments have on the qualities and behavior of individuals when they are in different environments, other members of society generalize and categorize these individuals as introverts or extroverts. Because of one's genetic leaning, they express comfort in certain environments, as well as discomfort in others, and they learn, as an effect of these environments, to further express qualities that would be conducive in these environments, even if they may go slightly against their genotypes. According to the textbook, there are actually three types of genotype-environment correlations: passive, evocative, and active. The passive type of genotype-environment correlation is not actually based on the individual genes, but on the genes and decisions of the individual's parents/guardians. Because all humans seek environments conducive to their comforts and needs, they will obviously attempt to replicate such environments at home, where they have the most control over their environment, and where they feel that they can create the best environment for their children. This concept is also known as "nature of nurture," in that as a child, an individual may inherit or acquire attributes, qualities, and/or skills from the environments that their parents have created. The textbook uses the example of two musically-gifted parents, who create an environment at home for their children that has an emphasis on music. As a result, the children will naturally inherit both a respect and a skill for music. Likewise, if both parents are introverts, they may create an environment for their children where expressing qualities indicative of an introvert is favorable over expressing those indicative of an extrovert. Even though an individual may have a genetic leaning toward being an extrovert (or conversely, an introvert), because their parents express qualities indicative of introverts (or conversely, of extroverts), their environment at home may cause them to adopt qualities and attributes mostly belonging to introverts (or conversely, to extroverts). The evocative type of genotype-environment correlation is based on the environment created by others' reactions to one's qualities. Because an individual may already express qualities that would categorize them as introverts or extroverts, others may introduce them to environments on the assumption that they would best be suited for such situations. As a result, even a slight genetic leaning toward being extroverted (or being introverted) may lead others to categorize an individual as such and then introduce them to environments (or create environments) that would be favorable for extroverts (or for introverts). Thus, by being placed in these environments, individuals may once again gain qualities that may have previously been against their genetic coding. Looking at the textbook again, the example is made of the musical child, whose skills are noted by others, so they are given special opportunities (such as participation in music festivals or friendship by other musical individuals). Likewise, if an individual expresses some qualities that would slightly categorize them as introverts or extroverts, other introverts/extroverts may attempt to befriend them, or their bosses may place them in an area of the workplace where they feel that they would be most comfortable. As a result, because of the few indicative qualities that they express, an individual is placed in an environment that may further foster qualities and attributes representative of the categories they suggest that they may fit in. Finally, the active type of genotype-environment correlation is the one that has been previously illustrated, based on the idea that an introvert (or conversely, an extrovert), will actively seek environments conducive to introversion (or conversely, to extroversion). The textbook uses the example of a musical individual who pursues musical activities and attempts to make friends with other individuals who are musically gifted. In the active type, the individual select, modifies, constructs, or reconstructs environments so that they can best suit their comfort and/or needs, and in the meantime, such environments may lead this individual to acquire additional qualities indicative of their type. In relationship with this "genotype-environment correlation" is the previously discussed "genotype-environment interaction," which is best explained in that environment brings out one's qualities. Although an individual may possess a genetic leaning toward being an introvert or an extrovert, they may not express such qualities in some environments for one reason or another. However, because this individual has a "genetic sensitivity" to some environments, their qualities are brought out in other certain situations. The book does not use this example, but to keep with the example of the musically gifted individual, the individual may not express the noted quality at an office job or in math class, but at the theater or in band class, they will express this quality. Likewise, an individual may show different qualities indicative of introversion and/or extroversion based on situation. For example, the individual that is quiet in the workplace or at school may be designated as an introvert. Because they recognize the necessity of the completion of their work, and of the risk of offending those that they are not particularly familiar with, they may seem to shy away from human interaction. However, this same individual may be the "life of the party" if they are surrounded by their friends. Because there is no work to be done, so stimuli cannot interfere with their senses, and because they recognize that they can be comfortable around those that have outwardly accepted them, they may act out. As a result, their friends would see the individual as an extrovert. Conversely, an individual may express qualities indicative of being an extrovert at school and in the office, where they are surrounded by peers who they may not care what they think of them, but this same individual may express other qualities indicative of being an introvert at a party with older kids and in the boardroom, where they are intimidated by their surroundings and value their relative success. Therefore, both perception of and genetic sensitivity to environment can affect the qualities that individuals express, which may earn them different designations as an introvert to one group in one situation and an extrovert to another group in another situation. Because of genotype-environment correlation and genotype-environment interaction, individuals gain and express certain qualities that are indicative of introversion and extroversion, even if their genes mostly say that they should be ambiverts.
After reading my previous posts and deciding on the topic for this post, I realized that there was still a question, among others, that I was struggling the most with to answer: What is the point of this project? I deliberated for a while attempting to answer this question even for myself, and I could not seem to reach a conclusion. Finally, however, I found my answer: The point of this project is to help others' understanding with this topic. I want others to understand why they act the way that they do. If somebody struggles with the fact that they express qualities mostly indicative of introverts (or extroverts), I want to explain to them why they express such qualities. Moreover, the point of this project is to prove to these individuals that genetics may have a hand in determining one's qualities, but because environment also plays a hand in the expression of these qualities, they can change their qualities (and their actions) by making the decision to change their ways. Because I have not touched some aspects of these topics yet, I still have more research to do. Furthermore, I want to explain to one group (introverts/extroverts) why the other group (extroverts/introverts) acts the way that they do and what these qualities really mean. I am trying to debunk the myths and stereotypes typically associated with introverts and extroverts so that everyone can have a better understanding of each other. How will I do this? I still need to release my survey so that I can understand and recognize for myself what society's opinions and leaning really are. I am also working with Dr. Peles to create a collaboration with some of his coworkers where we may design a personality test so that we might establish a link between one's genetic leaning toward one end of the spectrum or the other and their parents' leanings. In order to get all of the information that I want to convey out to the masses, I plan on using this blog as a source of communication, and I am also toying with the idea of creating a flyer or other media device to communicate my findings. The survey will hopefully/probably be out by January 5. This project, already a few months in the making, still has many more months of research and information communication to go.
In essence, a flyer like this may be one of the products of my project, although it will be more elaborate and research-based (chibird).
Works Cited
chibird. "introverted extroverts." Tumblr. Tumblr, n.d. Web. 2 Jan. 2015.
Plomin, Robert, John C. DeFries, Valerie S. Knopik, and Jenae M. Neiderhiser. Behavioral Genetics. 6th ed. New York: Worth Publishers, 2013. Print.
Zemack, Dana. "Look at Me! Leave Me Alone!" Jezebel. Kinga, 9 Mar. 2012. Web. 2 Jan. 2015.
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