Stephen A. Petrill - Nature, Nurture, and the Transition to Early Adolescence

Edited vy

Stephen A. Petrill

Robert Plomin

John C. DeFries

John K. Hewitt

Stephen A. Petrill, Robert Plornin, ,7obn C. DeFries, and John K. Hewitt

E. G. Bishop, Stacey S. Chewy, aril john K. Hewitt

Alaricela Alaretirr, Robert Plomin, Robin P. Corley, and John C. DeFries

Sally Y. Wmb wor-th and John C. DeFries

Stephen A. Petrill and Sally-Ann Rhea

Nicholas Giardino and Richard Rende

Stephanie Schnitz

Alessandra C. Tervolino

Kirby Deater-Deckard and Shirley McGuire

Jeffrey R. Gagne, Kimberly J. Saudino, and Stacey S. Cherry

Stephanie Schmitz and Kimberly J. Saudino

Beth Manke and Coleen Carlson

Michelle Ward and Laura A. Baker

Kirby Deater-Deckard

Rebecca Hobson, Beth !Clarke, and Shirley McGuire

Kimberly 7. Saudino, ]ejay R. Gagne, and Madeline Becker

Erich L. Spotts and ]enae M. Neiderhiser

Stephen A. Petrill, Robert Plornin, John C. DeFries, mu! John K. Hewitt

Maricela Alarcon, Ph.D.

Department of Neurology, University of California at Los Angeles

Laura A. Baker Ph.D.

Department of Psychology, SGM 501, University of Southern California

Madeline Becker

Department of Psychology, Boston University

E. G. Bishop, Ph.D.

Department of Psychology, University of Houston

Coleen Carlson, Ph.D.

Department of Psychology, University of Houston

Stacey S. Cherry, Ph.D.

Wellcome Trust Centre for Human Genetics, University of Oxford

Jeanie Clifford

Department of Psychology, University of California, San Diego

Robin P. Corley, Ph.D.

Institute for Behavioral Genetics, University of Colorado

Kirby Deater-Deckard, Ph.D.

Department of Psychology, University of Oregon

John C. Delries, Ph.D.

Institute for Behavioral Genetics, University of Colorado

Jeff ey R. Gagne

Department of Psychology, Boston University

Nicholas Giardino, Ph.D.

Department of Rehabilitation Medicine, University of Washington

John K Hewitt, Ph.D.

Institute for Behavioral Genetics, University of Colorado

Rebecca Hobson

Department of Psychology, University of Houston

Alessand'ra C. ler uolino

Social, Genetic, and Developmental Psychiatry Research Centre, London, U.K.

Beth Manke, Ph.D.

Department of Human Development, California State University at Long Beach

Shirley 11.7cGuire, Ph.D.

Department of Psychology, University of San Francisco

Jenac III. Neider-hisei; Ph.D.

Center for Family Research, Department of Psychiatry and Behavioral Science, George Washington University

Stephen A. Petrill, Ph.D.

Department of Biobehavioral Health, Center for Developmental and Health Genetics, Pennsylvania State University

Robert Plomin, Ph.D.

Social, Genetic, and Developmental Psychiatry Research Centre, London, U.K.

Richard Rende, Ph.D.

Department of Psychiatry and Human Behavior, Centers for Behavioral and Preventive Medicine, Brown University School of Medicine

Sally-Ann Rhea

Institute for Behavioral Genetics, University of Colorado

Kimberly y. Sandino, Ph.D.

Department of Psychology, Boston University

Stephanie Schmitz,, Ph.D.

Institute for Behavioral Genetics, University of Colorado

Erica L. Spotts, Ph.D.

Department of Medical Epidemiology, Karolinska Institntet, Stockholm, Sweden

Sully]. Wadsworth, Ph.D.

Institute for Behavioral Genetics, University of Colorado

IIichelle Ward, ALA.

Department of Psychology, SGM 501, University of Southern California

Man is not meant to remain a child. He leaves childhood behind him at the time appointed by nature; and this critical moment, short enough in itself, has far reaching consequences.

-Rousseau, 1957, p. 172

Adolescence as a universal phenomenon among the young of all social classes is a product of modern civilization.

Cole, 1936, p. 3

After a long period of relative inactivity, research in adolescent development has begun to flourish (Hoffman, 1996). In 1996, an influential special issue of Developmental Psychology documented not only the activity around the study of adolescent development but also the gaps in research and methodology, and the need for further research during this period of development, particularly with respect to biopsychosocial interactional processes-the nexus of biology, psychological development, and social interactions (e.g., Hoffman, 1996; Lerner, 1996; Zahn-Waxler, 1996). Adolescence is a point in human development where these biopsychosocial interactional processes are likely to be particularly intense. Adolescence is triggered by puberty, a genetically mediated event, but concluded when the individual crosses a culturally determined threshold of social, emotional, intellectual, educational, and economic competence. Some of the major developmental challenges of adolescents are developing healthy peer, parental, and intimate relationships in the context of emergent physical, cognitive, and social-emotional competencies.

Most investigations of adolescent behavioral development have been normative, focusing on average effects of adolescence in general and puberty in particular (see Brooks-Gunn, Lerner, & Petersen, 1991). Despite the fact that many of the most important developmental and social issues surrounding adolescence involve individual differences, much less attention has been given to the differences found within adolescents. Why do some adolescents develop behavioral problems while others do not? Why do some adolescents show cognitive and academic delays? Why are some families with adolescents rife with discord while other families are more harmonious?

At the heart of many of these issues is the extent to which adolescent cognitive, social, and behavioral development is the product of genetic and/or environmental influences. Although the relative balance of nature vs. nurture in adolescence has historically been the subject of intense debate (e.g., Bandura & Walters, 1959; Gesell & I1g, 1943; Mead, 1928-1973), it is now largely accepted that both genes and the environment are important to adolescent development.