Approaching Complexity: Thinking About Evolution

Author(s):  
Niles Eldredge

Evolution is a complex affair. The very diversity of definitions of biological evolution illustrates the variety of ways in which we think about the subject. Perhaps still the best general description of evolution is Darwin’s “descent with modification,” simply because it simultaneously brings to mind a pattern—a result—while hinting at an understanding of process, an underlying causative mechanism. Other definitions are less broad and thus fare less well as general descriptors of this thing we call evolution. I have characterized evolution as the proposition that all organisms are descended from a single common ancestor (e.g., Eldredge 1982c, based on a suggestion from N. I. Platnick in a personal communication). This is a serviceable (and testable) construct but one that emphasizes a systematist’s concern for pattern. The utterly different and far more popular notion that evolution is “change in gene frequencies within a population” similarly emphasizes process through focusing on a completely different sort of pattern. Yet neither definition is “wrong.” The “modern synthesis” is a body of thought that grapples with the complexities of evolution. As does any good theory, the synthesis attempts to characterize the overall phenomenon and explain it in the simplest terms that seem appropriate and effective. The bewildering array of evolutionary process theories that had accumulated by the 1920s, where each biological discipline seemed bent upon establishing the primacy of its own phenomena and its own insights into processes, amounted to a net disarray for evolutionary biology. As Simpson wrote in 1944 (p. xv): Not long ago paleontologists felt that a geneticist was a person who shut himself in a room, pulled down the shades, watched small flies disporting themselves in milk bottles, and thought that he was studying nature. A pursuit so removed from the realities of life, they said, had no significance for the true biologist. On the other hand, the geneticists said that paleontology had no further contributions to make to biology, that its only point had been the completed demonstration of the truth of evolution, and that it was a subject too purely descriptive to merit the name “science.”

2019 ◽  
Vol 81 (2) ◽  
pp. 79-87 ◽  
Author(s):  
María José Apodaca ◽  
Joseph D. McInerney ◽  
Osvaldo E. Sala ◽  
Liliana Katinas ◽  
Jorge V. Crisci

Is it possible to teach biology without mentioning evolution? The answer is yes, but it is not possible for students to understand biology without the evolutionary context on which the meaning and intellectual value of biological concepts depend. Meaningful learning of evolution requires (1) that the students incorporate new knowledge into a cognitive structure linked with higher-order concepts; (2) a well-organized knowledge structure; and (3) a positive emotional attachment and identification (affective commitment) to the subject by the learner. Concept maps are useful tools in meaningful learning. We present a concept map that organizes concepts of history of life and the processes that generate it, and the hierarchical relationships among them. Biological evolution is a compelling account of life on Earth and of human origins. It constitutes a unifying explanatory framework that can generate a powerful affective commitment to the subject. The concept map provided here is tied to the Next Generation Science Standards (NGSS).


2018 ◽  
Author(s):  
Kenny Smith

Recent work suggests that linguistic structure develops through cultural evolution, as a consequence of the repeated cycle of learning and use by which languages persist. This work has important implications for our understanding of the evolution of the cognitive basis for language: in particular, human language and the cognitive capacities underpinning it are likely to have been shaped by co-evolutionary processes, where the cultural evolution of linguistic systems is shaped by and in turn shapes the biological evolution of the capacities underpinning language learning. I review several models of this co-evolutionary process, which suggest that the precise relationship between evolved biases in individuals and the structure of linguistic systems depends on the extent to which cultural evolution masks or unmasks individual-level cognitive biases from selection. I finish by discussing how these co-evolutionary models might be extended to cases where the biases involved in learning are themselves shaped by experience, as is the case for language.


Author(s):  
Emmanuelle Jousselin ◽  
Marianne Elias

During the last two decades, ecological speciation has been a major research theme in evolutionary biology. Ecological speciation occurs when reproductive isolation between populations evolves as a result of niche differentiation. Phytophagous insects represent model systems for the study of this evolutionary process. The host-plants on which these insects feed and often spend parts of their life cycle constitute ideal agents of divergent selection for these organisms. Adaptation to feeding on different host-plant species can potentially lead to ecological specialization of populations and subsequent speciation. This process is thought to have given birth to the astonishing diversity of phytophagous insects and is often put forward in macroevolutionary scenarios of insect diversification. Consequently, numerous phylogenetic studies on phytophagous insects have aimed at testing whether speciation driven by host-plant adaptation is the main pathway for the diversification of the groups under investigation. The increasing availability of comprehensive and well-resolved phylogenies and the recent developments in phylogenetic comparative methods are offering an unprecedented opportunity to test hypotheses on insect diversification at a macroevolutionary scale, in a robust phylogenetic framework. Our purpose here is to review the contribution of phylogenetic analyses to investigate the importance of plant-mediated speciation in the diversification of phytophagous insects and to present suggestions for future developments in this field.


2002 ◽  
Vol 30 (1) ◽  
pp. 271-282
Author(s):  
Abir U. Igamberdiev

Any living system possesses internal embedded description and exists as a superposition of different potential realisations, which are reduced in interaction with the environment. This reduction cannot be recursively deduced from the state in time present, it includes unpredictable choice and needs to be modelled also from the state in time future. Such non-recursive establishment of emerging configuration, after its memorisation via formation of reflective loop (sign-creating activity), becomes the inherited recursive action. It leads to increase of complexity of the embedded description, which constitutes the rules of generative grammar defining possible directions of open evolutionary process. The states in time future can be estimated from the point of their perfection, which represents the final cause in the Aristotelian sense and may possess a selective advantage. The limits of unfolding of the reflective process, such as the golden ratio and the golden wurf are considered as the canons of perfection established in the evolutionary process.


2020 ◽  
Vol 16 (2) ◽  
Author(s):  
Gentur Agustinus Naru

Although there have been many studies regarding sensationalism on television, there have not been enough studies to explain why sensational news always attracts viewers' attention regardless of space or time difference. Encouraged by this background, this research tries to answer the question, "What makes sensational news interesting to television viewers?" Inspired by a biological evolutionary perspective, this article formulates a hypothesis that reads, "Sensationalism can draw the attention of the audience because sensational news arouses the most basic instincts of humans, namely the mode of survival (Gurven, 2017)". In this view, the model has become inherent in humans as a result of the evolutionary process. In other words, this hypothesis also believes that audience interest in sensational news is universal rather than contextual.   This article explores a variety of literature in biology, psychology, and communication to try to answer that hypothesis. In order to that, this article is divided into three main sections. We will first explore the history of sensational journalism on television to show the historicity of sensational topics and techniques on television. Second, we will demonstrate the philosophical roots of an evolutionary biology view that explains the relationship between information stimuli and the workings of the human brain and the basic instincts we have carried since evolution thousands of years ago. Finally, we will show studies that prove empirically how news patterns (both sensational topics and production formats) impact viewing interest.


PEDIATRICS ◽  
1970 ◽  
Vol 45 (5) ◽  
pp. 886-887
Author(s):  
Linda C. Eaves ◽  
Harry Klonoff ◽  
Henry G. Dunn

In the printing of our article on the subject in the January issue of Pediatrics (45:9, 1970) the wording of a sentence on page 10 was unfortunately changed in such a manner as to distort the personal communication we had received from Dr. Ruth Griffiths in London, England. As printed, the sentence is: "It does not seem admirable to try and meaningful to correct such D.Q. figures according to gestational age at birth." The statement we wished to make was: "It does not seem advisable to try and correct such D.Q. figures according to gestational age at birth."


2021 ◽  
Author(s):  
Roslyn M Frank

<p>In recent years the relationship between language change and biological evolution has captured the attention of investigators operating in different disciplines, particularly evolutionary biology, AI and A-Life (Zeimke 2001, Hull 2001), as well as linguistics (Croft 2000; Sinha 1999), with each group often bringing radically different conceptualizations of the object under study, namely, “language” itself, to the debate.&nbsp;Over the centuries, meanings associated with the expression “language” have been influenced by mappings of conceptual frames and inputs from the biological sciences onto the entity referred to as “language”. At the same time the prestige of the “science of linguistics” created a feedback mechanism by which the referentiality of “language”, at each stage, was mapped back into the field of evolutionary biology along with the emergent structure(s) of the resulting “blend”. While significant energy has been spent on identifying ways in which biological evolution has been linked to concepts of language evolution (Dörries 2002), little attention has been directed to the nature of the conceptual integration networks that have been produced in the process. This paper examines the way conceptual integration theory can be brought to bear on the “blends” that have been created, focusing primarily on examples drawn from 19th century debates concerning the “language-species-organism analogy” in the emerging field of comparative-historical philology.</p><p>In recent years the relationship between language change and biological evolution has captured the attention of investigators operating in different disciplines, particularly evolutionary biology, AI and A-Life (Zeimke 2001, Hull 2001), as well as linguistics (Croft 2000; Sinha 1999), with each group often bringing radically different conceptualizations of the object under study, namely, “language” itself, to the debate. Over the centuries, meanings associated with the expression “language” have been influenced by mappings of conceptual frames and inputs from the biological sciences onto the entity referred to as “language”. At the same time the prestige of the “science of linguistics” created a feedback mechanism by which the referentiality of “language”, at each stage, was mapped back into the field of evolutionary biology along with the emergent structure(s) of the resulting “blend”. While significant energy has been spent on identifying ways in which biological evolution has been linked to concepts of language evolution (Dörries 2002), little attention has been directed to the nature of the conceptual integration networks that have been produced in the process. This paper examines the way conceptual integration theory can be brought to bear on the “blends” that have been created, focusing primarily on examples drawn from 19th century debates concerning the “language-species-organism analogy” in the emerging field of comparative-historical philology. The document includes Supplemental Materials: Resource Guide and Commentaries.</p>


2011 ◽  
pp. 159-174
Author(s):  
Gary A. Berg

I come to the subject of this book from a very different path than most of those thinking about the use of computers in educational environments. My formal education focused originally on literature and film studies, and film production at the University of California at Berkeley, San Francisco State University, and the University of California at Los Angeles. I became professionally involved in educational administration through the backdoor of continuing education focused first on the entertainment industry, and then more broadly. It was after this combined experience of studying film and television and working in adult education that I began research in education and earned a doctorate in the field of higher education from Claremont Graduate University, with a special emphasis on distance learning. I hope that the different point of view I have developed from my eclectic background gives me the ability to make something of a unique contribution to this evolving new field. What follows is an attempt to spark a discussion that will lead to answers to the question of what are the most effective techniques for the design of computer learning environments. This is not a how-to book—we are too early in the evolutionary process of the medium to give such specific guidance. Rather, my intention is to offer some theories to elevate the thinking bout computers in education. Because the subject is interdisciplinary, combining science with the humanities, the theoretical discussion draws from abroad range of disciplines: psychology, educational theory, film criticism, and computer science. The book looks at the notion of computer as medium and what such an idea might mean for education. I suggest that the understanding of computers as a medium may be a key to re-envisioning educational technology. Oren (1995) argues that understanding computers as a medium means enlarging human-computer interaction (HCI) research to include issues such as the psychology of media, evolution of genre and form, and the societal implications of media, all of which are discussed here. Computers began to be used in educational environments much later than film, and I would have to agree with others who claim that the use of computers instructionally is still quite unsophisticated.


2011 ◽  
pp. 28-38
Author(s):  
Gary A. Berg

I come to the subject of this book from a very different path than most of those thinking about the use of computers in educational environments. My formal education focused originally on literature and film studies, and film production at the University of California at Berkeley, San Francisco State University, and the University of California at Los Angeles. I became professionally involved in educational administration through the backdoor of continuing education focused first on the entertainment industry, and then more broadly. It was after this combined experience of studying film and television and working in adult education that I began research in education and earned a doctorate in the field of higher education from Claremont Graduate University, with a special emphasis on distance learning. I hope that the different point of view I have developed from my eclectic background gives me the ability to make something of a unique contribution to this evolving new field. What follows is an attempt to spark a discussion that will lead to answers to the question of what are the most effective techniques for the design of computer learning environments. This is not a how-to book—we are too early in the evolutionary process of the medium to give such specific guidance. Rather, my intention is to offer some theories to elevate the thinking bout computers in education. Because the subject is interdisciplinary, combining science with the humanities, the theoretical discussion draws from abroad range of disciplines: psychology, educational theory, film criticism, and computer science. The book looks at the notion of computer as medium and what such an idea might mean for education. I suggest that the understanding of computers as a medium may be a key to re-envisioning educational technology. Oren (1995) argues that understanding computers as a medium means enlarging human-computer interaction (HCI) research to include issues such as the psychology of media, evolution of genre and form, and the societal implications of media, all of which are discussed here. Computers began to be used in educational environments much later than film, and I would have to agree with others who claim that the use of computers instructionally is still quite unsophisticated.


Author(s):  
Gino Cattani ◽  
Mariano Mastrogiorgio

The publication of ‘An Evolutionary Theory of Economic Change’ by Nelson and Winter has had a major impact on economics and related fields such as innovation and strategy. All of these fields have developed owing to recent re-examinations and extensions of evolutionary theory. A paradigm that underlies several studies in this tradition is the concept of neo-Darwinian evolution—the idea that the unit of the evolutionary process (e.g. a technological artefact) is subject to a dynamic of variation, selection, and retention leading to adaptation to a predefined function. This book refers to the frameworks of punctuated equilibrium, speciation, and exaptation, which, despite their significant influence in evolutionary biology, have been reflected only partially in evolutionary approaches to economics, innovation, and strategy. This chapter introduces the book’s aim to fill this gap, and outlines the approaches and perspectives of each of the chapters.


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