Handbook of Developmental Science, Behavior, and Genetics

The 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. 

• Commemorates the historically important contributions made by Gilbert Gottlieb in comparative psychology and developmental science
• Includes an international group of contributors who are among the most respected behavioral and biological scientists working today
• Examines the scientific basis for rejecting the reductionism and counterfactual approach to understanding the links between genes, behavior, and development
• Documents the current status of comparative psychology and developmental science and provides the foundation for future scientific progress in the field

Kathryn E. Hood is an associate professor of human development at Pennsylvania State University. Her 30 years of active research includes the study of selective breeding in mice. She also analyzes interviews from children in the archival Carolina Longitudinal Study.

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.