The Nature–Nurture Debate: The Essential Readings

Will a child who is genetically male, but raised female as a result of a surgical accident during infancy, grow up to identify as female? Do all children have the wherewithal to become expert musicians if provided with the same opportunities for extensive practice, or are there genetically determined constraints that no amount of practice can countermand? These are just two of the provocative questions addressed in The Nature–Nurture Debate: The Essential Readings.
No issue is more central to the field of developmental psychology than the nature–nurture debate. Its resolution promises to have profound implications for the way we view children′s behavior, and the nature and malleability of their temperament, personality, intelligence, and gender identity. Stephen J. Ceci and Wendy M. Williams have gathered together fourteen of the most scientifically compelling papers, each introduced by the editors, which not only provide an authoritative resource, but will also serve to stimulate meaningful classroom discussion about the most important developmental issue of our time.

Spis treści:
Acknowledgements.
Introduction Born vs. Made: Nature–Nurture in the New Millennium (Stephen J. Ceci and Wendy M. Williams).
PART I: FETAL INFLUENCES ON LATER DEVELOPMENT.
1. War Babies (Jared Diamond).
2. Prenatal Loss of Father and Psychiatric Disorders (Matti O. Huttunen and Pekka Niskanen).
3. Prenatal Development of Monozygotic Twins and Concordance for Schizophrenia (James O. Davis, Jeanne A. Phelps and Stefan Bracha).
PART II: BOY OR GIRL? ACQUIRING GENDER IDENTITY.
4. Sex Reassignment at Birth (Milton Diamond and H. Keith Sigmundson).
5. Gender Role Change with Puberty (Julianne Imperato–McGinley, Ralph E. Peterson, Robert Stroller and Willard E. Goodwin).
PART III: SOCIAL AND PERSONALITY DEVELOPMENT.
6. How to Succeed in Childhood (Judith Rich Harris).
7. Genes, En vironment, and Personality (Thomas J. Bouchard).
PART IV: INFANCY AND EARLY CHILDHOOD INFLUENCES ON IQ DEVELOPMENT.
8. Developmental Catch–up, and Deficit, Following Adoption after Severe Global Early Privation (Michael Rutter and the English and Romanian Adoptees (ERA) study team).
9. Early Experience and the Life Path (Ann Clarke and Alan Clarke).
10. Prevention of Intellectual Disabilities: Early Interventions to Improve Cognitive Development (Craig. T. Ramey and Sharon Landesman Ramey).
PART V: LATER INFLUENCES ON IQ DEVELOPMENT.
11. Schooling and Intelligence (Stephen J. Ceci).
12. The Genetics of Cognitive Abilities and Disabilities (Robert Plomin and John C. DeFries).
PART VI: BECOMING AN EXPERT – TRAINING OR TALENT?.
13. Expert Performance: Its Structure and Acquisition (K. Anders Ericsson and Neil Charness).
14. Innate Talents: Reality or Myth (Michael J. A. Howe, Jane W. Davidson and John A. Sloboda).
Subject Index.

Nota biograficzna:
Stephen J. Ceci holds a lifetime endowed chair in child development at Cornell University. He studies the accuracy of children′s courtroom testimony, as well as the development of intelligence and memory. His previous books include On Intelligence: A Bio–Ecological Treatise (1996).
Wendy M. Williams is an Associate Professor in the Department of Human Development at Cornell University, where she studies children′s learning, development and creativity, adult problem solving, and practical intelligence. her previous books include The Reluctant Reader (1996).

Okładka tylna:
Will a child who is genetically male, but raised female as a result of a surgical accident during infancy, grow up to identify as female? Do all children have the wherewithal to become expert musicians if provided with the same opportunities for extensive practice, or are there genetically determined const raints that no amount of practice can countermand? These are just two of the provocative questions addressed in The Nature–Nurture Debate: The Essential Readings.
No issue is more central to the field of developmental psychology than the nature–nurture debate. Its resolution promises to have profound implications for the way we view children′s behavior, and the nature and malleability of their temperament, personality, intelligence, and gender identity. Stephen J. Ceci and Wendy M. Williams have gathered together fourteen of the most scientifically compelling papers, each introduced by the editors, which not only provide an authoritative resource, but will also serve to stimulate meaningful classroom discussion about the most important developmental issue of our time.