Barsky Philipp I
Psychological Institute of Russian Academy of Education, Kashirskoe shosse 80-2-676, Moscow 115569, Russian Federation.
J Physiol Paris. 2010 Nov;104(5):243-52. doi: 10.1016/j.jphysparis.2010.08.002. Epub 2010 Sep 8.
The article reviews the theoretical analysis of the problems inherent in studying the environment within behavior genetics across several periods in the development of environmental studies in behavior genetics and proposes some possible alternatives to traditional approaches to studying the environment in behavior genetics. The first period (from the end of the 1920s to the end of the 1970s), when the environment was not actually studied, is called pre-environmental; during this time, the basic principles and theoretical models of understanding environmental effects in behavior genetics were developed. The second period is characterized by the development of studies on environmental influences within the traditional behavior genetics paradigm; several approaches to studying the environment emerged in behavior genetics during this period, from the beginning of the 1980s until today. At the present time, the field is undergoing paradigmatic changes, concerned with methodology, theory, and mathematical models of genotype-environment interplay; this might be the beginning of a third period of development of environmental studies in behavior genetics. In another part, the methodological problems related to environmental studies in behavior genetics are discussed. Although the methodology used in differential psychology is applicable for assessment of differences between individuals, it is insufficient to explain the sources of these differences. In addition, we stress that psychoanalytic studies of twins and their experiences, initiated in the 1930s and continued episodically until the 1980s, could bring an interesting methodology and contribute to the explanation of puzzling findings from environmental studies of behavior genetics. Finally, we will conclude with implications from the results of environmental studies in behavior genetics, including methodological issues.
本文回顾了行为遗传学环境研究发展的几个阶段中，对行为遗传学中环境研究固有问题的理论分析，并提出了一些可能替代行为遗传学中传统环境研究方法的方案。第一个阶段（从20世纪20年代末到70年代末），当时实际上并未对环境进行研究，被称为前环境阶段；在此期间，形成了行为遗传学中理解环境影响的基本原理和理论模型。第二个阶段的特点是在传统行为遗传学范式内开展环境影响研究；从20世纪80年代初至今，行为遗传学中出现了几种研究环境的方法。目前，该领域正在经历范式转变，涉及基因型-环境相互作用的方法、理论和数学模型；这可能是行为遗传学环境研究第三个发展阶段的开端。在另一部分中，讨论了行为遗传学环境研究相关的方法学问题。虽然差异心理学中使用的方法适用于评估个体间的差异，但不足以解释这些差异的来源。此外，我们强调，始于20世纪30年代并断断续续持续到80年代的对双胞胎及其经历的精神分析研究，可能会带来一种有趣的方法，并有助于解释行为遗传学环境研究中令人困惑的发现。最后，我们将从行为遗传学环境研究结果中得出相关结论，包括方法学问题。
