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Front Cover -- Embodiment and Epigenesis: Theoretical and Methodological Issues in Understanding the Role of Biology within the Relational Developmental System -- Copyright -- Dedication -- Contents (Volume 45) -- Contributors -- Preface -- Chapter One - Introduction: Embodiment and Epigenesis: A View of the Issues -- ?1. INTRODUCTION -- ?2. RELATIONAL DEVELOPMENTAL SYSTEMS THEORIES: AN OVERVIEW -- ?3. EMBODIMENT, EVOLUTION, AND ONTOGENY -- ?4. THE PLAN OF THESE TWO VOLUMES -- ?5. CONCLUSIONS -- REFERENCES -- Chapter Two - Dynamic Models of Biological Pattern Formation Have Some Surprising Implications for Understanding the Epigenetics of Development -- ?1. INTRODUCTION -- ?2. BIOLOGICAL PATTERN FORMATION -- ?3. IFACE -- ?4. CONCLUSIONS -- REFERENCES -- Chapter Three - A Developmental Systems Approach to Executive Function -- ?1. INTRODUCTION -- ?2. CLAIMS ABOUT THE HERITABILITY OF EF -- ?3. CRITICAL EXAMINATION OF THE CLAIMS ABOUT THE HERITABILITY OF EF -- ?4. CONCLUSIONS -- REFERENCES -- Chapter Four - No Genes for Intelligence in the Fluid Genome -- ?1. THE BELL CURVE ILLUSION -- ?2. WHERE ARE ALL THE PROMISED GENES? -- ?3. THE ELUSIVE IQ GENES -- ?4. EPIGENETIC AND CULTURAL INHERITANCE -- ?5. IDENTICAL TWINS ARE NOT GENETICALLY IDENTICAL -- ?6. ENVIRONMENTAL INTERVENTIONS CAN IMPROVE IQ AND ACADEMIC ACHIEVEMENT -- ?7. TO CONCLUDE -- REFERENCES -- Chapter Five - The Lost Study: A 1998 Adoption Study of Personality That Found No Genetic Relationship between Birthparents and Their 240 Adopted-Away Biological Offspring -- ?1. PLOMIN AND COLLEAGUES' 1998 PERSONALITY ADOPTION STUDY -- ?2. OVERVIEW OF THE STUDY -- ?3. ALTERNATIVE EXPLANATIONS OF THE RESULTS -- ?4. THE 1998 CAP STUDY AND THE TWIN METHOD -- ?5. THE 1998 CAP STUDY AND THE MINNESOTA STUDY OF TWINS REARED APART (MISTRA).

Child Influences on Marital and Family Interaction: A Life-Span Perspective book grew out of a conference sponsored by the Division of Individual and Family Studies in the College of Human Development at the Pennsylvania State University in April, 1977. The chapters for this volume are revised versions of the papers originally presented at the conference. The book explores the conceptual, methodological, and empirical issues in the study of the child and his or her family. It details how the age-normative and atypical development of the child contributes to the parents' marital quality and to

Scientific research and science-guided practice based on the promotion of an individual′s strengths constitutes a radical shift in a new and growing area of study within the field of human development. Its trademark term is `positive youth development′. This approach to human development is based on the idea that, in addition to preventing problems, science and practice should promote the development of competencies, skills, and motivation in order to enhance individuals′ developmental pathways. Approaches to Positive Youth Development, is based on this concept and brings together authors from across Europe and America who are leaders in their respective fields. The main focus of the book, beyond a clarification of the paradigmatic foundations, concerns the major contexts of adolescents and young adults, namely, neighbourhoods and leisure locales, school and family, and the major themes of healthy psychosocial development, namely, competences and knowledge, prosocial behaviour, transcending problems of delinquency, civic engagement, identity, agency, and spirituality.

Embedding current research on epigenetics and development within a process-relational relational developmental systems (RDS) framework, we discuss the assertions of genetic reductionist models of human behavior and development. To better clarify the distinctions between process-relational RDS-based and Cartesian mechanistic genetic reductionist models, we recommend that the terms "interaction," "mechanism," and "trait" be replaced by terms such as "coaction," "fusion," "integration," and "process" in depictions of process-relational RDS models. We argue that, in the context of epigenetics research, the propositions of genetic reductionist models lead to absurd claims about genetic causation, primarily because RDS-based, epigenetics research underscores the relative plasticity of the embodied coactions within the RDS. We discuss three ways in which genetic reductionist models survive in the face of egregious conceptual and methodological problems, and we make suggestions about the utility of epigenetics for applications aimed at enhancing the course of development for diverse individuals.

Current conceptualizations of the nature of character development, including its content, structure, and function, are consistent with the relational developmental systems metatheory. However, there is more conceptual consensus than empirical support for these ideas. With the intention of promoting programmatic research about the nature of character development, we present ideas pertinent to devising a relational developmental systems-derived model of character development, and we suggest ways in which research testing such a model might proceed. We discuss the implications of tests of this model for the enhancement of theory and for programs aimed at promoting different facets of character.

This Handbook comprehensively presents the latest theory, research, and application from applied developmental science (ADS) and the positive psychology movement. It summarizes and synthesizes the best scientific knowledge from ADS to help readers understand the efforts being made around the world to ensure that all children and adolescents develop into healthy adults who contribute positively to society