Embodiment and Epigenesis: Theoretical and Methodological Issues in Understanding the Role of Biology within the Relational Developmental System: Part B: Ontogenetic Dimensions

365 Pages·2013·5.509 MB·1-362\365

by  Richard M. Lerner and Janette B. Benson (Eds.)

VOLUME FORTY FIVE
A
dvAnces in
CHILD DEVELOPMENT
AND BEHAVIOR
Embodiment and Epigenesis: Theoretical
and Methodological Issues in Understanding
the Role of Biology within the Relational
Developmental System
Part B: Ontogenetic Dimensions
Volume Editors
RICHARD M. LERNER
Institute for Applied Research in Youth Development,
Tufts University,
Medford, Massachusetts, USA
JANETTE B. BENSON
Department of Psychology,
University of Denver, Denver,
Colorado, USA
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13 14 10 9 8 7 6 5 4 3 2 1
To Willis F. Overton
Preeminent Developmental Scientist and Esteemed Colleague
CONTRIBUTORS
Jennifer P. Agans
Institute for Applied Research in Youth Development, Tufts University, Medford, MA, USA
Sherrie Atwood
Department of Psychology, Simon Fraser University, Burnaby, BC, Canada
Iryna Babik
Psychology Department, University of North Carolina, Greensboro, NC, USA
Lesley Baker
Department of Psychology, University of V ictoria, Victoria, BC, Canada
Janette B. Benson
Department of Psychology, University of Denver, Denver, CO, USA
Edmond P. Bowers
Institute for Applied Research in Youth Development, Tufts University, Medford, MA, USA
Julie M. Campbell
Psychology Department, University of North Carolina, Greensboro, NC, USA
Jeremy I. M. Carpendale
Department of Psychology, Simon Fraser University, Burnaby, BC, Canada
Jacqueline L. Davis
Interdisciplinary Studies Graduate Program, University of British Columbia, British
Columbia, Canada
Stuart I. Hammond
Department of Psychology, University of Pittsburgh, Pittsburgh, PA, USA
Mae-Wan Ho
Institute of Science in Society, London, UK
Jay Joseph
Private Practice, Clinical Psychology, Oakland, CA, USA
Richard M. Lerner
Institute for Applied Research in Youth Development, Tufts University, Medford, MA, USA
Lawrence Lo
Department of Human Studies and Family Development, The Pennsylvania State
University, University Park, PA, USA
Ulrich Müller
Department of Psychology, University of V ictoria, Victoria, BC, Canada
Emily C. Marcinowski
Psychology Department, University of North Carolina, Greensboro, NC, USA
xv
xvi Contributors
Michael F. Mascolo
Department of Psychology, Merrimack College, North Andover, MA, USA
George F. Michel
Psychology Department, University of North Carolina, Greensboro, NC, USA
Jayanthi Mistry
Eliot-Pearson Department of Child Development, Tufts University, Medford, MA, USA
Peter C. M. Molenaar
Department of Human Studies and Family Development, The Pennsylvania State
University, University Park, PA, USA
David Moshman
Educational Psychology, University of Nebraska-Lincoln, Lincoln, NE, USA
Eliza L. Nelson
Psychology Department, Florida International University, Miami FL, USA
Reidar Säfvenbom
Department of Physical Education and Pedagogy, Norwegian School of Sport Sciences,
Oslo, Norway
Emanuela Yeung
Department of Psychology, University of V ictoria, Victoria, BC, Canada
PREFACE
At this writing, cutting-edge theory and research in developmental sci-
ence is framed by a relational developmental systems perspective as best
articulated by Willis F. Overton (e.g. 2003, 2006, 2010, 2011, 2012; Overton
& Lerner, 2012; Overton & Müller, 2012). Based on theory and research
from multiple disciplines (e.g. evolutionary biology, human genetics, devel-
opmental science, sociology, and anthropology), this perspective demon-
strates the flaws of split, reductionist conceptions of human development.
Scholarship framed by relational developmental systems thinking therefore
documents the logical and empirical shortcomings of biological reduction-
ist (genetic or neuronal) models (e.g. sociobiology, evolutionary psychology,
or behavioral genetics) and methods (e.g. adoption designs, MZ and DZ
twin research, or heritability analysis).
Relational developmental systems theory explains that any facet of indi-
vidual structure or function (e.g. genes, the brain, personality, cognition, or
intelligence) is embodied, or fused, with other features of the individual and
with the characteristics of his or her proximal and distal ecology, including
culture and history. Embodiment means that biological, psychological, and
behavioral attributes of the person, in fusion with history, have a temporal
parameter. This integration among the levels of organization within the
developmental system has implications across both ontogeny and phylog-
eny. Thus, embodiment provides a basis for epigenetics across generations,
that is, for changes in gene–context relations within one generation being
transmitted to succeeding generations. Embodiment also provides the basis
for epigenetic change within the life span of an individual, that is, for quali-
tative discontinuity across ontogeny in relations among biological, psycho-
logical, behavioral, and social variables.
Therefore, relational developmental systems conceptions provide an
approach to the study of evolutionary and ontogenetic change that capitalizes
on the dynamic, mutually influential relation between developing individu-
als and their complex and changing ecology. Given the singularly important
implications of this scholarship for developmental science, the unprecedented
step has been taken to devote both volumes of the 2013 publication year
of Advances in Child Development and Behavior to this work, “Embodiment
and Epigenesis: Theoretical and Methodological Issues in Understanding the
Role of Biology within the Relational Developmental System.”
xvii
xviii Preface
The purpose of this special two-volume set is to present theory and
research pertinent to the role of biological/physiological variables (e.g. in
regard to the roles of evolutionary processes and genetic- or brain-related
variables) in cognitive, emotional, and behavioral development. From a rela-
tional developmental systems perspective, the chapters in the volumes view
biology/physiology within the context of the concept of embodiment, and
thus eschew the reductionist approach to biology that has plagued develop-
mental science in previous eras. The two volumes bring together key scien-
tists from several disciplines to focus on the role of the active individual, on
temporality and culture, and on the mutually influential individual–context
relations that both create epigenetic change and that afford a multidimen-
sional understanding of evolution (involving neo-Lamarckian conceptions
of evolution) and emphasize ontogenetic plasticity in biological (including
genetic) processes. We believe that these two volumes show that cutting-
edge theory and research in developmental and biological science dem-
onstrates both the conceptual vacuity and empirical failings of biological
reductionism and, in turn, offers a theoretically- and methodologically-
rigorous approach to the study of integrated, systematic, and successive
change across ontogeny and phylogeny.
There are numerous people to thank in regard to the preparation of
this book. First and foremost we are indebted to the authors who contrib-
uted chapters to this project. Their scholarship and dedication to excel-
lence enabled this work to be produced. We are also grateful to Jarrett
M. Lerner, the Managing Editor at the Institute for Applied Research at
Tufts University, for his superb editorial work, his meticulous attention to
detail, and gracious and good-natured way of handling all aspects of the
publication process. His commitment to quality and productivity, his effi-
ciency and judgment, and his resilience in the face of the tribulations of
manuscript production, are greatly admired and deeply appreciated, and
contributed mightily to the cohesiveness and clarity of this project. Richard
M. Lerner is also grateful to the John Templeton Foundation, the National
4-H Council, and the Thrive Foundation for Youth for supporting his work
during the course of working on this project.
Finally, we dedicate these two volumes to Willis F. Overton, the pre-
eminent scholar regarding philosophy and theory in developmental science
over the course of the past five decades. His vision, voice, and erudition
have been the key intellectual forces involved in establishing and enabling
the flourishing of the relational metatheory and relational developmental
Preface xix
systems models that, today, frame theory, method, and research about life-
span development. We dedicate these two volumes to honoring and cel-
ebrating his intellect and scholarly leadership.
R.M. L.
Medford, MA, USA
J.B. B.
Denver, CO, USA
REFERENCES
Overton, W. F. (2003). Development across the life span: philosophy, concepts, theory.
In: R. M. Lerner, M. A. Easterbrooks & J. Mistry (Eds.), & Irving B. Weiner (Editor-in-
Chief). Comprehensive Handbook of psychology: Developmental psychology (Vol. 6, pp. 13–42).
New York: Wiley.
Overton, W. F. (2006). Developmental psychology: philosophy, concepts, and methodology.
In R. M. Lerner (Ed.), & W. Damon & R. M. Lerner (Editors-in-Chief). Theoretical
models of human development (Handbook of child psychology (Vol. 1, 6th ed., pp. 18–88). New
York: Wiley.
Overton, W. F. (2010). Life-span development: concepts and issues. In W. F Overton (Ed.),
& R. M. Lerner (Editor-in-Chief). Cognition, biology, and methods across the life span. Volume
1 of the handbook of life-span development (pp. 1–29). Hoboken, NJ: Wiley.
Overton, W. F. (2011). Relational developmental systems and quantitative behavior genetics:
Alternative or parallel methodologies? Research in Human Development, 8(3–4), 258–63.
Overton, W. F (2012). Evolving scientific paradigms: Retrospective and prospective. In
L. L’Abate (Ed.), The role of paradigms in theory construction. (pp. 31–65). New York: Springer.
Overton, W. F. & Lerner, R. M (2012). Relational developmental systems: Paradigm for
developmental science in the post-genomic era. Behavioral and Brain Sciences, 35(5),
375–6.
Overton, W. F. & Müller, U. (2012). Development across the life span: Philosophy, concepts,
theory. In R. M Lerner, M. A Easterbrooks & J Mistry (Eds.), & I. B. Weiner (Editor-
in-Chief). Handbook of psychology: Developmental psychology (Vol. 6, pp. 19–58). New York:
Wiley.
CHAPTER ONE
Introduction: Embodiment and
Epigenesis: A View of the Issues
Richard M. Lerner*,1, Janette B. Benson†
*Institute for Applied Research in Youth Development, Tufts University, Medford, MA, USA
†Department of Psychology, University of Denver, Denver, CO, USA
1Corresponding author: E-mail: [email protected]
Contents
1. Introduction 2
2. Relational Developmental Systems Theories: An Overview 2
2.1. Summary 4
3. Embodiment, Evolution, and Ontogeny 5
3.1. Summary 9
4. The Plan of These Two Volumes 9
5. Conclusions 16
References 17
Abstract
Relational developmental systems’ theories emphasize that any facet of individual
structure or function is embodied with other features of the individual and with the
characteristics of his or her proximal and distal ecology, including culture and history.
Embodiment means that biological, psychological, and behavioral attributes of the
person, in fusion with the contexts of human development, have a temporal parame-
ter. Embodiment provides a basis for epigenetics across generations and for epigenetic
(qualitative discontinuous) change across ontogeny. We describe how the chapters in
this two-volume set present theory and research pertinent to the roles of evolution-
ary and ontogenetic processes in cognitive, emotional, and behavioral development
across the life span. The scholarship presented in these volumes suggests that rigorous,
relational developmental theory-predicated research about the plastic, mutually influ-
ential relations among individual and ecological processes will enable developmental
science to better describe, explain, and optimize the fundamental relational process of
human development.
This writing of this chapter was supported in part by grants from the John Templeton Foundation, the
National 4-H Council, and the Thrive Foundation for Youth.
Advances in Child Development and Behavior, Volume 45 © 2013 Elsevier Inc.
ISSN 0065-2407, http://dx.doi.org/10.1016/B978-0-12-397946-9.00001-4 All rights reserved. 1
2 Richard M. Lerner and Janette B. Benson
1. INTRODUCTION
Developmental science seeks to describe, explain, and optimize
intraindividual changes and interindividual differences in intraindividual
changes across the life span (Baltes, Reese, & Nesselroade, 1977; Lerner,
2012). Although the goals of description, explanation, and optimization can
be found in prior instantiations of the field—in child psychology and then
in developmental psychology (Lerner, 2012)—contemporary developmental
scientists now approach these three objectives differently than in the past.
Whether studying infancy, childhood, adolescence, or the adult and aging
portions of the life span, contemporary scholarship in human development
attempts to explain how mutually influential relations between individuals
and their contexts (i.e., bidirectional, reciprocal, synergistic, or fused rela-
tions; e.g., Thelen & Smith, 2006; Tobach & Greenberg, 1984) provide the
basis for individual behavior and development.
Today, then, developmental scientists focus on systematic and s uccessive
alterations in the course of these relations, and focus on the integration
of multiple attributes of the individual (e.g., physiological, cognitive, emo-
tional, motivational, and behavioral characteristics) and multiple levels of
the ecology of human development, ranging from the biological level
through the sociocultural and historical levels, including the designed and
natural environments (Bronfenbrenner & Morris, 2006; Lerner, 2002, 2006).
Accordingly, in contemporary developmental science, the cutting edge of
the theory and research aimed at elucidating these relations between indi-
viduals and contexts is framed by relational developmental systems theories,
models best articulated by Willis F. Overton (2003, 2006, 2010a, 2010b,
2011, 2012; Overton & Lerner, 2012; Overton & Müller, 2012).
2. RELATIONAL DEVELOPMENTAL SYSTEMS
THEORIES: AN OVERVIEW
The study of human development has evolved from a field dominated
by either psychogenic or biogenic approaches to a multidisciplinary approach
to the life span that seeks to integrate variables from biological through cul-
tural and historical levels of organization into a synthetic, c oactional system
(Elder, 1998; Gottlieb, 1997, 1998; Hood, Halpern, G reenberg, & Lerner,
2010). Reductionist accounts of development that adhere to a Cartesian
dualism, and that pull apart (split) facets of the integrated developmental sys-
tem, are rejected by proponents of relational developmental systems theories