In contrast with Japanese students, more American students fall into made-up attributive self-description alluding to their own particular psychological qualities or characteristics. Japanese students allude themselves for the most part to their inclinations, interests, desires, activities, and habits more than their own attributes. Japanese students portray themselves in terms of the social gatherings to which they fit. A higher number of Japanese students fall into social self-depictions in contrast with American students. Likewise, Japanese students will probably allude to physical self-descriptions than American students.     Self-handicapping happens when we deliberately set ourselves up for conceivable failure. In the event that we fall flat, we have an instant reason and some measure of self-protection, and on the off chance that we succeed, we increase our self-esteem among others and ourselves. Self-handicapping can serve as either self-improvement or self-protection aims, contingent upon the task and the probability of success or failure. An example of self-handicapping is discovered through a study by two researchers from Brandon University where they utilized self-concept as opposed to just self-esteem as a variable in their study. They argued that self-esteem alone concentrates basically on the assessment by others and disregards the expansion of learning of oneself. They discovered that students’ self-concept lucidity and learning schemes were identified with self-handicapping tendencies and ultimate performance on exams. Even though self-handicapping strategies may provide short-term benefits by taking the weight off, they are frequently unfavorable over the long haul since they keep us from performing our best.    For Hegel, a dialectic was a state of mind that synthesized or consolidated logical inconsistencies into a combined whole. In the event that nature (genetics) and nurture (environment) are viewed as corresponding to each other as impacting each other than the supposed nature-nurture debate about stops to exist. An example would be synthesis is in epigenetics. On the off chance that nature can adjust which qualities are communicated or the degree to which a given arrangement of qualities is communicated then the environment and genetics qualities are interrelating. The equation utilized as a part of the textbook is that the phenotype (the observed qualities of an individual) are equivalent to the genotype + the environment + the genotype-environment correlation + the genotype-environment interaction.    As indicated by Gray’s reinforcement sensitivity theory (RST), there are three theoretical brain-behavior systems: fight-flight-freeze system (FFFS), the behavioral approach system (BAS), and the behavioral inhibition system (BIS). The FFFS system is related to the feeling of fear and is in charge of consolidating responses to aversive stimulus. At the point when encountered with a possibly hazardous stimulus the brain must make an appraisal and pick between hostility, escaping, or freezing in the same spot as the most suitable reaction. Possibly constructive stimuli stimulate the BAS and make a person more sensitive to remunerate, making one confident/ positive and to some degree indiscreet. BIS is intended to determine frictions when a person encounters with options.