Nature-nurture reconceptualized in developmental perspective: A bioecological model.
1994/10/01 by Urie Bronfenbrenner, Stephen J. Ceci · 2,967 citations
Psychology · Social Sciences · #Artificial intelligence #Behavioural genetics #Biology #Child and Animal Learning Development #Cognitive psychology #Competence (human resources) #Computer science #Developmental psychology #Early Childhood Education and Development #Evolutionary biology #Genetic variation #Genetics #Gene–environment interaction #Genotype #Heritability #Organism #Perspective (graphical) #Psychology #Quantitative genetics #Social psychology #Variation (astronomy)
paper · doi:10.1037/0033-295x.101.4.568
published in Psychological Review 101(4), 568-586 (American Psychological Association)
openalex publication_date 1994/10/01 · openalex created_date 2016/06/24 · openalex updated_date 2026/08/05
Abstract
In response to Anastasi's (1958) long-standing challenge, the authors propose an empirically testable theoretical model that (a) goes beyond and qualifies the established behavioral genetics paradigm by allowing for nonadditive synergistic effects, direct measures of the environment, and mechanisms of organism-environment interaction, called proximal processes, through which genotypes are transformed into phenotypes; (b) hypothesizes that estimates of heritability (e.g., h2) increase markedly with the magnitude of proximal processes; (c) demonstrates that heritability measures the proportion of variation in individual differences attributable only to actualized genetic potential, with the degree of nonactualized potential remaining unknown; (d) proposes that, by enhancing proximal processes and environments, it is possible to increase the extent of actualized genetic potentials for developmental competence.
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