Background
Fuller, John Langworthy was born on July 22, 1910 in Brandon, Vermont, United States. Son of John H. and Joyce (Langworthy) Fuller.
( The classic study of dog behavior gathered into one vol...)
The classic study of dog behavior gathered into one volume. Based on twenty years of research at the Jackson Laboratory, this is the single most important and comprehensive reference work on the behavior of dogs ever complied. "Genetics and the Social Behavior of the Dog is one of the most important texts on canine behavior published to date. Anyone interested in breeding, training, or canine behavior must own this book."—Wayne Hunthausen, D.V.M., Director of Animal Behavior Consultations "This pioneering research on dog behavioral genetics is a timeless classic for all serious students of ethology and canine behavior."—Dr. Michael Fox, Senior Advisor to the President, The Humane Society of the United States "A major authoritative work. . . . Immensely rewarding reading for anyone concerned with dog-breeding."—Times Literary Supplement "The last comprehensive study [of dog behavior] was concluded more than thirty years ago, when John Paul Scott and John L. Fuller published their seminal work Genetics and the Social Behavior of the Dog."—Mark Derr, The Atlantic Monthly "Genetics and the Social Behavior of the Dog is essential reading for anyone involved in the breeding of dogs. No breeder can afford to ignore the principles of proper socialization first discovered and articulated in this landmark study."-The Monks of New Skete, authors of How to Be Your Dog's Best Friend and the video series Raising Your Dog with the Monks of New Skete.
http://www.amazon.com/gp/product/0226743381/?tag=2022091-20
( With this valuable resource, teachers can foster social...)
With this valuable resource, teachers can foster social-emotional learning, raise student achievement, and create a more positive classroom environment.
http://www.amazon.com/gp/product/0761946780/?tag=2022091-20
( Whether our personality, intelligence, and behavior are...)
Whether our personality, intelligence, and behavior are more likely to be shaped by our environment or our genetic coding is not simply an idle question for today's researchers. There are tremendous consequences to understanding the crucial role that environment and genes each play. How we raise and educate our children, how we treat various mental diseases or conditions, how we care for our elderly--these are just some of the issues that can be informed by a better understanding of brain development. In The Great Brain Debate, the eminent neuroscience researcher John Dowling looks at these and other important issues. The work that is being done on the connection between the brain and vision, as well as the ways in which our brains help us learn new languages, are particularly revealing. From this groundbreaking new research, Dowling explains startling new insights into how the brain functions and how it can (or cannot) be molded and changed. By studying the brain across the spectrum of our lives, from infancy through adulthood and into old age, Dowling shows the ways in which both nature and nurture play key roles over the course of a human lifetime.
http://www.amazon.com/gp/product/0691133107/?tag=2022091-20
( With this valuable resource, teachers can foster social...)
With this valuable resource, teachers can foster social-emotional learning, raise student achievement, and create a more positive classroom environment.
http://www.amazon.com/gp/product/0761946780/?tag=2022091-20
( Almost every day we hear that some trait "has a strong ...)
Almost every day we hear that some trait "has a strong genetic basis" or "of course it is a combination of genes and environment, but the hereditary component is sizeable." To say No to Nature-Nurture is to reject this relative weighting of heredity and environment. This book shows that partitioning the variation observed for any trait into a heritability fraction and other components provides little clear or useful information about the genetic and environmental influences. A key move this book makes is to distill the issues into eight conceptual and methodological gaps that need attention. Some gaps should be kept open; others should be bridged-or the difficulty of doing so should be conceded. Previous researchers and commentators have either not acknowledged all the gaps, not developed the appropriate responses, or not consistently sustained their responses. Indeed, despite decades of contributions to nature-nurture debates, some fundamental problems in the relevant sciences have been overlooked. When all the gaps are given proper attention, the limitations of human heritability studies become clear. They do not provide a reliable basis for genetic research that seeks to identify the molecular variants associated with trait variation, for assertions that genetic differences in many traits come, over people's lifetimes, to eclipse environmental differences and that the search for environmental influences and corresponding social policies is unwarranted, or for sociological research that focuses on differences in the experiences of members of the same family. Saying No is saying Yes to interesting scientific and policy questions about heredity and variation. To move beyond the gaps is to make space for fresh inquiries in a range of areas: in various sciences, from genetics and molecular biology to epidemiology and agricultural breeding; in history, philosophy, sociology, and politics of the life and social sciences; and in engagement of the public in discussion of developments in science.
http://www.amazon.com/gp/product/0984921648/?tag=2022091-20
Fuller, John Langworthy was born on July 22, 1910 in Brandon, Vermont, United States. Son of John H. and Joyce (Langworthy) Fuller.
Bachelor of Science, Bates College, 1931. Doctor of Philosophy, Massachusetts Institute of Technology, 1935.
Instructor biology, Sarah Lawrence College, 1935-1936; Instructor biology, Clark University, 1936-1937; instructor zoology, U. Maine, 1937-1941; assistant professor, U. Maine, 1941-1945; associate professor, U. Maine, 1945-1947; staff scientist, Jackson Laboratory, Bar Harbor, Maine., 1947-1958; senior staff scientist, Jackson Laboratory, 1958-1970; assistant director training, Jackson Laboratory, 1958-1963; associate director, Jackson Laboratory, 1963-1970; professor psychology, State University of New York, Binghamton, 1970-1978; emeritus, State University of New York, 1978-1992. Visiting lecturer Harvard University, 1964-1965, Agency for International Development-National Science Foundation India Program, 1968.
( Whether our personality, intelligence, and behavior are...)
( Almost every day we hear that some trait "has a strong ...)
( With this valuable resource, teachers can foster social...)
( With this valuable resource, teachers can foster social...)
( The classic study of dog behavior gathered into one vol...)
Fellow American Psychological Association. Member Behavior Genetics Society (president 1973-1974, Dobzhansky award 1987), Society for Study Social Biology (president 1982-1984), Phi Beta Kappa, Sigma Xi.
Married Ruth I. Parsons, September 2, 1933 (deceased December 1989). Children: Mary Jean, Sarah Annual.