Contributors V. ELVING ANDERSON ERNST CASPARI J. C. De FRIES THEODOSIUS DOBZHANSKY BRUCE E. ECKLAND LEE EHRMAN JOHN L. FULLER BENSON E. GINSBURG 1.1. GOTTESMAN LEONARD L. HESTON ARTHUR R. JENSEN L. ERLENMEYER-KIMLING GERALD E. McCLEARN AUBREY MANNING NEWTON E. MORTON ARNO G. MOTULSKY GILBERT S. OMENN P.A.PARSONS SATYA PRAKASH CLAUDINE PETIT WILLIAM S. POLLITZER W. R. THOMPSON E. TOBACH S. G. VANDENBERG PETER L. WORKMAN Genetics, Environment, and Behavior Implications for Educational Policy Edited by LEE EHRMAN Division of Natural Sciences State University of New York College at Purchase Purchase, New York GILBERT S. OMENN Division of Medical Genetics School of Medicine University of Washington Seattle, Washington ERNST CASPARI Department of Biology University of Rochester Rochester, New York ACADEMIC PRESS New York and London COPYRIGHT © 1972, BY ACADEMIC PRESS, INC. ALL RIGHTS RESERVED. NO PART OF THIS PUBLICATION MAY BE REPRODUCED OR TRANSMITTED IN ANY FORM OR BY ANY MEANS, ELECTRONIC OR MECHANICAL, INCLUDING PHOTOCOPY, RECORDING, OR ANY INFORMATION STORAGE AND RETRIEVAL SYSTEM, WITHOUT PERMISSION IN WRITING FROM THE PUBLISHER. ACADEMIC PRESS, INC. Ill Fifth Avenue, New York, New York 10003 United Kingdom Edition published by ACADEMIC PRESS, INC. (LONDON) LTD. 24/28 Oval Road, London NW1 LIBRARY OF CONGRESS CATALOG CARD NUMBER: 72-84369 PRINTED IN THE UNITED STATES OF AMERICA List of Contributors Numbers in parentheses indicate the pages on which the authors' con• tributors begin. V. ELVING ANDERSON (172), Dight Institute for Human Genetics, University of Minnesota, Minneapolis, Minnesota ERNST CASPARI (1, 215, 307), Department of Biology, University of Rochester, Rochester, New York J. C. De FRIES (5), Institute for Behavioral Genetics, University of Colo• rado, Boulder, Colorado THEODOSIUS DOBZHANSKY (72), Department of Genetics, University of California, Davis, California BRUCE E. ECKLAND (297), Department of Sociology, University of North Carolina, Chapel Hill, North Carolina LEE EHRMAN (307), Division of Natural Sciences, State University of New York, College at Purchase, Purchase, New York JOHN L. FULLER (17), Department of Psychology, State University of New York, Binghampton, New York XI xii LIST OF CONTRIBUTORS BENSON E. GINSBURG (290), Department of Biobehavioral Sciences, University of Connecticut, Storrs, Connecticut 1.1. GOTTESMAN (105), Department of Psychology, University of Minne• sota, Minneapolis, Minnesota LEONARD L. HESTON (99, 105, 240), Department of Psychiatry, Uni• versity of Minnesota, Minneapolis, Minnesota ARTHUR R. JENSEN (23, 240), Institute for Human Learning, Universi• ty of California, Berkeley, California L. ERLENMEYER-KIMLING (181), New York State Psychiatric Insti• tute, New York, New York GERALD E. McCLEARN (55), Institute for Behavioral Genetics, Univer• sity of Colorado, Boulder, Colorado AUBREY MANNING (48), Department of Zoology, University of Edin• burgh, Edinburgh, Scotland NEWTON E. MORTON (217, 247), Population Genetics Laboratory, University of Hawaii, Honolulu, Hawaii ARNO G. MOTULSKY (129), School of Medicine, University of Wash• ington, Seattle, Washington. GILBERT S. OMENN (129, 307), School of Medicine, University of Washington, Seattle, Washington P. A. PARSONS (75), Department of Genetics and Human Variation, La Trobe University, Bundoora, Victoria, Australia SATYA PRAKASH (68), Department of Biology, University of Rochester, Rochester, New York CLAUDINE PETIT (27), Université Paris 7, Faculté des Sciences, Labo- ratorie de Biologie Animale, Paris, France WILLIAM S. POLLITZER (123), Department of Anatomy and Anthro• pology, University of North Carolina, Chapel Hill, North Carolina W. R. THOMPSON (209), Department of Psychology, Queens University, Kingston, Ontario E. TOB ACH (219), Department of Animal Behavior, American Museum of Natural History, New York, New York S. G. VANDENBERG (273), Department of Psychology, University of Colorado, Boulder, Colorado PETER L. WORKMAN (26, 266), Department of Anthropology, Univer• sity of Massachusetts, Amherst, Massachusetts Foreword At the request of the U.S. Office of Education, the National Academy of Sciences (NAS), jointly with the National Academy of Education (NAE) established the Committee on Basic Research in Education (COBRE) in 1968 to support the conduct of research of a fundamental character in edu• cation. This Committee is currently composed of a group of distinguished scien• tists, with Patrick Suppes (Stanford University) as Chairman, and James S. Coleman (The Johns Hopkins University) as Vice Chairman, and includes the following members: John B. Carroll (Educational Testing Service), Ernst W. Caspari (University of Rochester), Bruce K. Eckland (University of North Carolina), Robert M. Gagné (Florida State University), Wayne xiu xiv FOREWORD H. Holtzman (The Hogg Foundation for Mental Health, University of Tex• as), H. Thomas James (The Spencer Foundation), Arthur W. Melton (University of Michigan), Julius B. Richmond, M. D. (Harvard Medical School), A. Kimball Romney (University of California at Irvine), Edgar H. Schein (Massachusetts Institute of Technology), and Theodore W. Schultz (University of Chicago). The program is administered by the Division of Behavioral Sciences of the National Research Council. Henry David, Exec• utive Secretary of the Division, is the Project Director. Also serving on the Committee in earlier years were: R. Taylor Cole (Duke University), Lawrence A. Cremin (Teachers College, Columbia University), John I. Goodlad (University of California at Los Angeles), Louis Hartz (Harvard University), and Fritz Machlup (Princeton Universi- ty). In its first two years of life, COBRE developed a project grant support program in the behavioral sciences in support of basic research on problems relevant to education. The selected projects were funded by the Office of Education. For its third year, a special small grant program directed toward recent doctoral recipients was established. The purposes of the grant pro• gram are to support research which will contribute to fundamental knowl• edge, and will deepen understanding of the critical problems in educational theory, policy and practice. In this effort, the behavioral sciences include anthropology, economics, geography, linguistics, political science, psycholo• gy, and sociology, and also the relevant areas of the biological sciences, en• gineering, history, philosophy, and other sciences. A second phase of third-year activity was a series of eight research work• shops. These workshops were invitational, informal, 15-20 participants and ran from five to ten days. Each workshop was directed by a member of COBRE, and their general goals were to identify significant researchable questions in the area, to define regions or groups of research efforts, and to identify individual scientific contributors. This book is derived from such a workshop held at Wainwright House, Rye, New York in October 1971 under the direction of Ernst W. Caspari and the coordination of Lee Ehrman. The workshop was convened under the title "Genetic Endowment and Environment in the Determination of Be• havior," and concentrated on the contributions of geneticists and psycholo• gists. Specific, advance contributions were commissioned, and Dr. Ehrman prepared a summary and overview of the workshop. This book, with changes and additions, is a derivative of this process. COBRE, the NAS and NAE, and the sponsors, the U. S. Office of Edu• cation, hope that this book will contribute to a richer and sharper develop• ment of genetic and biological research contributions to the problems of ed- FOREWORD XV ucation. We thank the participants and the contributors, the director, the co• ordinator (and the editors) for their efforts. SHERMAN ROSS Executive Secretary Committee on Basic Research In Education Preface From Sunday, October 3, 1971 through Friday, October 8, at Wain- wright House, Rye, New York, with the State University of New York, Col• lege at Purchase, Purchase, New York, as host, a workshop was held on Ge• netic Endowment and Environment in the Determination of Behavior. This was the eighth and final workshop in a series concerned with the social, po• litical, and biological aspects of educational policy. A research workshop on the genetics of behavior and learning cuts across many disciplines. At the very least, those of animal behavior, anthropology, biochemical genetics, cytogenetics, demography, ecology, ethology, evolu• tion, population genetics, psychiatry, psychology, and sociology are inti• mately involved—this is not to omit the new interdisciplinary field of behav- xvii XVlll PREFACE ior genetics itself. This hybrid subject has recently been graced with its own journal, Behavior Genetics. Its editors (Professors S. G. Vandenberg and J. C. DeFries of the University of Colorado) found it necessary to state the following in their introductory address : "It is most clear from recent events that the misunderstandings inherent in the old nature-nurture controversy are not dead and buried, but alive and well. In fact, this topic seems to gen• erate today as much emotional reaction with as little information as in the past. Perhaps when appreciation of the substantive and methodological in• formations of behavior genetics becomes more widespread people will be able to cope more effectively with such issues." It seemed wise, therefore, to make the theme of our workshop, Genetic Endowment and Environment in the Determination of Behavior.1 Our reason for planning this workshop