Handbook of Developmental Science, Behavior, and Genetics brings together the cutting–edge theory, research and methodology that contribute to our current scientific understanding of the role of genetics in the developmental system.
This essential reference work commemorates the historically important and profound contributions made by Gilbert Gottlieb in comparative psychology and developmental science. Spanning more than four decades, Gottlieb s career was dedicated to bringing rigorous experimental evidence to bear on our understanding of how the dynamics of organism and context relations contribute to development. Along with other colleagues, Gottlieb s work was the major scientific basis for rejecting the reductionism and counterfactual approach to understanding the links between genes, behavior, and development.
Gilbert Gottlieb was preparing this handbook at the time of his death, but with the permission and support of the Gottlieb Family, the editors have been able to complete the project. The resulting handbook is a watershed reference which documents the current status of comparative psychology and developmental science and provides the foundation from which future scientific progress will derive.
Gilbert Gottlieb and the Developmental Point of View (Evelyn Fox Keller, Massachusetts Institute of Technology).
1. Developmental Systems, Nature–Nurture, and the Role of Genes in Behavior and Development: On the Legacy of Gilbert Gottlieb (Kathryn E. Hood, The Pennsylvania State University, Carolyn Tucker Halpern, University of North Carolina at Chapel Hill, Gary Greenberg, Wichita State University, Richard M. Lerner, Tufts University).
2. Normally Occurring Environmental and Behavioral Influences on Gene Activity: From Central Dogma to Probabilistic Epigenesis (Gilbert Gottlieb).
II. THEORETICAL FOUNDATIONS FOR THE DEVELOPMENTAL STUDY OF BEHAVIOR AND GENETICS.
3. Historical and Philosophical Perspectives on Behavioral Genetics and Developmental Science (James Tabery, University of Utah, Paul E. Griffiths, University of Sydney).
4. Development and Evolution Revisited (Mae Wan Ho, Institute of Science in Society).
5. Probabilistic Epigenesis and Modern Behavioral and Neural Genetics (Douglas Wahlsten, University of North Carolina at Greensboro).
6. The Roles of Environment, Experience, and Learning in Behavioral Development (George F. Michel, University of North Carolina at Greensboro).
7. Contemporary Ideas in Physics and Biology in Gottlieb s Psychology (Ty Partridge, Wayne State University, Gary Greenberg, Wichita State University).
III. EMPIRICAL STUDIES OF BEHAVIORAL DEVELOPMENT AND GENETICS.
8. Behavioral Development during the Mother–Young Interaction in Placental Mammals: The Development of Behavior in the Relationship with the Mother (Jay S. Rosenblatt, Institute of Animal Behavior, Rutgers).
9. Amniotic Fluid as an Extended Milieu Interieur (Scott R. Robinson, University of Iowa, Valerie Méndez–Gallardo, University of Iowa).
10. Developmental Effects of Selective Breeding for an Infant Trait (Susan A. Brunelli, Columbia University Medical Center, Betty Zimmerberg, Williams College, Myron A. Hofer, Columbia University Medical Center).
11. Emergence and Constraint in Novel Behavioral Adaptations (Kathryn E. Hood, The Pennsylvania State University).
12. Nonhuman Primate Research Contributions to Understanding Genetic and Environmental Influences on Phenotypic Outcomes across Development (Allyson Bennett and Peter J. Pierre, Wake Forest University).
13. Interactive Contributions of Genes and Early Experience to Behavioural Development: Sensitive Periods and Lateralized Brain and Behaviour (Lesley J. Rogers, University of New England, Armidale).
14. Trans–Generational Epigenetic Inheritance (Lawrence V. Harper, University of California, Davis).
15. The Significance of Non–Replication of Gene–Phenotype Associations (Carolyn Tucker Halpern, University of North Carolina at Chapel Hill).
16. Canalization and Malleability Reconsidered: The Developmental Basis of Phenotypic Stability and Variability (Robert Lickliter and Christopher Harshaw, Florida International University).
IV. APPLICATIONS TO DEVELOPMENT.
17. Gene–Parenting Interplay in the Development of Infant Emotionality (Cathi B. Propper, The University of North Carolina at Chapel Hill, Ginger A. Moore, The Pennsylvania State University, W. Roger Mills–Koonce, The University of North Carolina at Chapel Hill).
18. Genetic Research in Psychiatry and Psychology: A Critical Overview (Jay Joseph, Licensed Psychologist).
19. On the Limits of Standard Quantitative Genetic Modeling of Inter–Individual Variation: Extensions, Ergodic Conditions and a New Genetic Factor Model of Intra–Individual Variation (Peter C. M. Molenaar, The Pennsylvania State University).
20. Songs My Mother Taught Me: Gene–Environment Interactions, Brain Development and the Auditory System: Thoughts on Non–Kin Rejection, Part II (Elaine L. Bearer, University of New Mexico).
21. Applications of Developmental Systems Theory to Benefit Human Development: On the Contributions of Gilbert Gottlieb to Individuals, Families, and Communities (Richard M. Lerner, Michelle J. Boyd, Megan K. Kiely, Christopher M. Napolitano, and Kristina L. Schmid, Tufts University).
Carolyn Tucker Halpern is an associate professor in the Department of Maternal and Child Health at the University of North Carolina at Chapel Hill. Her research focuses on biopsychosocial models of adolescent health and development, and the implications of adolescent experiences for young adult well–being.
Gary Greenberg is Professor Emeritus of Psychology at Wichita State University and Adjunct Professor of Psychology at the University of Illinois – Chicago. He is a comparative psychologist, co–founder of the International Society for Comparative Psychology, and Historian/Archivist of APA s Division (6) of Behavioral Neuroscience and Comparative Psychology.
Richard M. Lerner is the Bergstrom Chair in Applied Developmental Science within the Eliot–Pearson Department of Child Development and the Director of the Institute for Applied Youth Development, at Tufts University. Lerner is known for his theory of relations between life–span human development and social change, and for his research about the relations between adolescents and their peers, families, schools, and communities.