 Ignoring learning and culture. As a concomitant of the objection that Pop Sociobiology was committed to genetic determinism, its central players are also often accused of being insensitive to the problem of learning and culture, i.e. to the problem that many traits in which they are interested are simply not subject to natural selection at all, and that this state of affairs may indeed be common in humans (Kitcher, 1985; Sociobiology Study Group of Science for the People, 1976). However, Wilson, for example, clearly recognized the important role of culture in many behavioral traits (Wilson, 1976); indeed, he thought that even minor genetic differences that made a difference in behavior could be exaggerated by acquired culture—this is the so-called “multiplier effect” (although it is seriously in question whether the multiplier effect works – Maynard Smith and Warren, 1982). Furthermore, partly in response to these concerns on the part of his critics Wilson eventually went on to publish Genes, Minds and Culture with Charles Lumsden (Lumsden and Wilson, 1981), which was an attempt to consider the effects of cultural transmission on the nature and spread of behavioral traits, and of the interaction between genes and culture. The book, however, was subject to heavy criticism (see, for example, Kitcher, 1985; Lewontin, 1981; Maynard Smith and Warren, 1982). The main concern raised was that there was little substance in the models the book provided—the most interesting features of these simply followed from the assumptions built into them, in particular, assumptions about the degree to which genes kept culture “on a leash” (Lumsden and Wilson, 1981, 13; Wilson, 1978, 167).