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The Evolutionary Biology of Decision Making
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Faculty Publications, Department of Psychology Psychology, Department of 2008 The Evolutionary Biology of Decision Making Jeffrey R. Stevens University of Nebraska-Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/psychfacpub Part of the Psychiatry and Psychology Commons Stevens, Jeffrey R., "The Evolutionary Biology of Decision Making" (2008). Faculty Publications, Department of Psychology. 523. https://digitalcommons.unl.edu/psychfacpub/523 This Article is brought to you for free and open access by the Psychology, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Faculty Publications, Department of Psychology by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Published in BETTER THAN CONSCIOUS? DECISION MAKING, THE HUMAN MIND, AND IMPLICATIONS FOR INSTITUTIONS, ed. Christoph Engel and Wolf Singer (Cambridge, MA: The MIT Press, 2008), pp. 285-304. Copyright 2008 Massachusetts Institute of Technology & the Frankfurt Institute for Advanced Studies. Used by permission. 13 The Evolutionary Biology of Decision Making Jeffrey R. Stevens Center for Adaptive Behavior and Cognition, Max Planck Institute for Human Development, 14195 Berlin, Germany Abstract Evolutionary and psychological approaches to decision making remain largely separate endeavors. Each offers necessary techniques and perspectives which, when integrated, will aid the study of decision making in both humans and nonhuman animals. The evolutionary focus on selection pressures highlights the goals of decisions and the con ditions under which different selection processes likely influence decision making. An evolutionary view also suggests that fully rational decision processes do not likely exist in nature. -
Evolution by Natural Selection, Formulated Independently by Charles Darwin and Alfred Russel Wallace
UNIT 4 EVOLUTIONARY PATT EVOLUTIONARY E RNS AND PROC E SS E Evolution by Natural S 22 Selection Natural selection In this chapter you will learn that explains how Evolution is one of the most populations become important ideas in modern biology well suited to their environments over time. The shape and by reviewing by asking by applying coloration of leafy sea The rise of What is the evidence for evolution? Evolution in action: dragons (a fish closely evolutionary thought two case studies related to seahorses) 22.1 22.4 are heritable traits that with regard to help them to hide from predators. The pattern of evolution: The process of species have changed evolution by natural and are related 22.2 selection 22.3 keeping in mind Common myths about natural selection and adaptation 22.5 his chapter is about one of the great ideas in science: the theory of evolution by natural selection, formulated independently by Charles Darwin and Alfred Russel Wallace. The theory explains how T populations—individuals of the same species that live in the same area at the same time—have come to be adapted to environments ranging from arctic tundra to tropical wet forest. It revealed one of the five key attributes of life: Populations of organisms evolve. In other words, the heritable characteris- This chapter is part of the tics of populations change over time (Chapter 1). Big Picture. See how on Evolution by natural selection is one of the best supported and most important theories in the history pages 516–517. of scientific research. -
Microevolution and the Genetics of Populations Microevolution Refers to Varieties Within a Given Type
Chapter 8: Evolution Lesson 8.3: Microevolution and the Genetics of Populations Microevolution refers to varieties within a given type. Change happens within a group, but the descendant is clearly of the same type as the ancestor. This might better be called variation, or adaptation, but the changes are "horizontal" in effect, not "vertical." Such changes might be accomplished by "natural selection," in which a trait within the present variety is selected as the best for a given set of conditions, or accomplished by "artificial selection," such as when dog breeders produce a new breed of dog. Lesson Objectives ● Distinguish what is microevolution and how it affects changes in populations. ● Define gene pool, and explain how to calculate allele frequencies. ● State the Hardy-Weinberg theorem ● Identify the five forces of evolution. Vocabulary ● adaptive radiation ● gene pool ● migration ● allele frequency ● genetic drift ● mutation ● artificial selection ● Hardy-Weinberg theorem ● natural selection ● directional selection ● macroevolution ● population genetics ● disruptive selection ● microevolution ● stabilizing selection ● gene flow Introduction Darwin knew that heritable variations are needed for evolution to occur. However, he knew nothing about Mendel’s laws of genetics. Mendel’s laws were rediscovered in the early 1900s. Only then could scientists fully understand the process of evolution. Microevolution is how individual traits within a population change over time. In order for a population to change, some things must be assumed to be true. In other words, there must be some sort of process happening that causes microevolution. The five ways alleles within a population change over time are natural selection, migration (gene flow), mating, mutations, or genetic drift. -
Investigating VIST Evolutionary Principles (Variation, Inheritance, Selection & Time)
Exploring the KU Natural History Museum Investigating VIST Evolutionary Principles (Variation, Inheritance, Selection & Time) Target Audience: Middle school and above Differentiated Instruction Summary Content/ Strategy Levels Process/ Grouping(s)* Product Readiness Small groups Content Level 1 – VIST principles in Explore Peer partners Cubing Process Evolution exhibit (organized around VIST) Homogeneous Product Level 2 – VIST principles in other exhibits Heterogeneous * Varied grouping options can be used for this activity, depending on student needs and chaperone ability. Objective: Investigate the evolutionary principles of variation, inheritance, selection and time. Pre-assessment/Prior Knowledge: Prior to their visit, students should be familiar with the four evolutionary principles of variation, inheritance, selection and time (VIST). Activity Description: Students explore the four principles of evolution: variation, inheritance selection and time through museum exhibits. In Level 1, students explore these four principles in the Explore Evolution exhibit. This exhibit presents evolutionary research across seven different organisms, from the smallest to the very large, and is organized around (and explicitly addresses) the VIST principles work in each organism. In Level 2, students apply the VIST principles to exhibits on various floors, most of which do not explicitly use this framework. Materials Needed: • Student o Cubes (three levels, see attached) o Notebooks/paper and pencils Note: Format to record/present findings determined by individual teacher. Provide clear instructions about expectations for documenting participation. • Teacher o Content Outline o Cube labels o Cube template © The University of Kansas Natural History Museum (2014) Exploring the KU Natural History Museum Content: VIST* Overview There are four principles at work in evolution—variation, inheritance, selection and time. -
Information Systems Theorizing Based on Evolutionary Psychology: an Interdisciplinary Review and Theory Integration Framework1
Kock/IS Theorizing Based on Evolutionary Psychology THEORY AND REVIEW INFORMATION SYSTEMS THEORIZING BASED ON EVOLUTIONARY PSYCHOLOGY: AN INTERDISCIPLINARY REVIEW AND THEORY INTEGRATION FRAMEWORK1 By: Ned Kock on one evolutionary information systems theory—media Division of International Business and Technology naturalness theory—previously developed as an alternative to Studies media richness theory, and one non-evolutionary information Texas A&M International University systems theory, channel expansion theory. 5201 University Boulevard Laredo, TX 78041 Keywords: Information systems, evolutionary psychology, U.S.A. theory development, media richness theory, media naturalness [email protected] theory, channel expansion theory Abstract Introduction Evolutionary psychology holds great promise as one of the possible pillars on which information systems theorizing can While information systems as a distinct area of research has take place. Arguably, evolutionary psychology can provide the potential to be a reference for other disciplines, it is the key to many counterintuitive predictions of behavior reasonable to argue that information systems theorizing can toward technology, because many of the evolved instincts that benefit from fresh new insights from other fields of inquiry, influence our behavior are below our level of conscious which may in turn enhance even more the reference potential awareness; often those instincts lead to behavioral responses of information systems (Baskerville and Myers 2002). After that are not self-evident. This paper provides a discussion of all, to be influential in other disciplines, information systems information systems theorizing based on evolutionary psych- research should address problems that are perceived as rele- ology, centered on key human evolution and evolutionary vant by scholars in those disciplines and in ways that are genetics concepts and notions. -
Mammal Evolution
Mammal Evolution Geology 331 Paleontology Triassic synapsid reptiles: Therapsids or mammal-like reptiles. Note the sprawling posture. Mammal with Upright Posture From Synapsids to Mammals, a well documented transition series Carl Buell Prothero, 2007 Synapsid Teeth, less specialized Mammal Teeth, more specialized Prothero, 2007 Yanoconodon, Lower Cretaceous of China Yanoconodon, Lower Cretaceous of China, retains ear bones attached to the inside lower jaw Morganucodon Yanoconodon = articular of = quadrate of Human Ear Bones, or lower reptile upper reptile Auditory Ossicles jaw jaw Cochlea Mammals have a bony secondary palate Primary Palate Reptiles have a soft Secondary Palate secondary palate Reduction of digit bones from Hand and Foot of Permian Synapsid 2-3-4-5-3 in synapsid Seymouria ancestors to 2-3-3-3-3 in mammals Human Hand and Foot Class Mammalia - Late Triassic to Recent Superorder Tricodonta - Late Triassic to Late Cretaceous Superorder Multituberculata - Late Jurassic to Early Oligocene Superorder Monotremata - Early Cretaceous to Recent Superorder Metatheria (Marsupials) - Late Cretaceous to Recent Superorder Eutheria (Placentals) - Late Cretaceous to Recent Evolution of Mammalian Superorders Multituberculates Metatheria Eutheria (Marsupials) (Placentals) Tricodonts Monotremes . Live Birth Extinct: . .. Mammary Glands? Mammals in the Age of Dinosaurs – a nocturnal life style Hadrocodium, a lower Jurassic mammal with a “large” brain (6 mm brain case in an 8 mm skull) Were larger brains adaptive for a greater sense of smell? Big Brains and Early Mammals July 14, 2011 The Academic Minute http://www.insidehighered.com/audio/academic_pulse/big_brains_and_early_mammals Lower Cretaceous mammal from China Jawbones of a Cretaceous marsupial from Mongolia Mammal fossil from the Cretaceous of Mongolia Reconstructed Cretaceous Mammal Early Cretaceous mammal ate small dinosaurs Repenomamus robustus fed on psittacosaurs. -
The Biological Roots of Morality*
The Biological Roots of Morality* FRANCISCO J. AYALA Department of Genetics University of California Davis, California 95616 U.S.A. ABSTRACT: The question whether ethical behavior is biologically determined may refer either to the capacity for ethics (i.e., the proclivity to judge human actions as either right or wrong), or to the moral norms accepted by human beings for guiding their actions. My theses are: (1) that the capacity for ethics is a necessary attribute of human nature; and (2) that moral norms are products of cultural evolution, not of biological evolution. Humans exhibit ethical behavior by nature because their biological makeup determines the presence of the three necessary, and jointly sufficient, conditions for ethical behavior: (i) the ability to anticipate the consequences of one's own actions; (ii) the ability to make value judgments; and (iii) the ability to choose between alternative courses of action. Ethical behavior came about in evolution not because it is adaptive in itself, but as a necessary consequence of man's eminent intellectual abilities, which are an attribute directly promoted by natural selection. Since Darwin's time there have been evolutionists proposing that the norms of morality are derived from biological evolution. Sociobiologists represent the most recent and most subtle version of that proposal. The sociobiologists' argument is that human ethical norms are sociocultural correlates of behaviors fostered by biological evolution. I argue that such proposals are misguided and do not escape the naturalistic fallacy. The isomorphism between the behaviors promoted by natural selection and those sanctioned by moral norms exists only with respect to the consequences of the behaviors; the underlying causations are completely disparate. -
Multiple Origins of Life (Extinction/Bioclade/Precambrian/Evolution/Stochastic Processes) DAVID M
Proc. Natt Acad. Sci. USA Vol. 80; pp. 2981-2984, May 1983 Evolution Multiple origins of life (extinction/bioclade/Precambrian/evolution/stochastic processes) DAVID M. RAUP* AND JAMES W. VALENTINEt *Department of the Geophysical Sciences, University of Chicago, Chicago, Illinois 60637; and tDepartment of Geological Sciences, University of California, Santa Barbara, California 93106 Contributed by David M. Raup, February 22, 1983 ABSTRACT There is some indication that life may have orig- ing a full assortment of prebiotically synthesized organic build- inated readily under primitive earth conditions. If there were ing blocks for life and conditions appropriate for life origins, it multiple origins of life, the result could have been a polyphyletic is possible that rates of bioclade origins might compare well biota today. Using simple stochastic models for diversification and enough with rates of diversification. Indeed, there has been extinction,-we conclude: (i) the probability of survival of life is low speculation that life may have been polyphyletic (1, 4). How- unless there are multiple origins, and (ii) given survival of life and ever, there is strong evidence that all living forms are de- given as many as 10 independent origins of life, the odds are that scended from a single ancestor. Biochemical and organizational all but one would have gone extinct, yielding the monophyletic biota similarities and the "universality" of the genetic code indicate we have now. The fact of the survival of our particular form of this. Therefore, the question for this paper is: If there were life does not imply that it was unique or superior. multiple bioclades early in life history, what is the probability that only one would have survived? In other words, if life The formation of life de novo is generally viewed as unlikely or orig- impossible under present earth conditions. -
An Introduction to Sociobiology: Inclusive Fitness and the Core Genome Herbert Gintis
An Introduction to Sociobiology: Inclusive Fitness and the Core Genome Herbert Gintis June 29, 2013 The besetting danger is ...mistaking part of the truth for the whole...in every one of the leading controversies...both sides were in the right in what they affirmed, though wrong in what they denied John Stuart Mill, On Coleridge, 1867 A Mendelian populationhas a common gene pool, whichis itscollective or corporate genotype. Theodosius Dobzhansky, Cold Springs Harbor Symposium, 1953. The interaction between regulator and structural genes... [reinforces] the concept that the genotype of the individual is a whole. Ernst Mayr, Populations, Species and Evolution, 1970 Abstract This paper develops inclusive fitness theory with the aim of clarifying its appropriate place in sociobiological theory and specifying the associated principles that render it powerful. The paper introduces one new concept, that of the core genome. Treating the core genome as a unit of selection solves problems concerning levels of selection in evolution. 1 Summary Sociobiology is the study of biological interaction, both intragenomic, among loci in the genome, and intergenomic, among individuals in a reproductive popula- tion (Gardner et al. 2007). William Hamilton (1964) extended the theory of gene frequencies developed in the first half of the Twentieth century (Crow and I would like to thank Samuel Bowles, Eric Charnov, Steven Frank, Michael Ghiselin, Peter Godfrey-Smith, David Haig, David Queller, Laurent Lehmann, Samir Okasha, Peter Richerson, Joan Roughgarden, Elliot Sober, David Van Dyken, Mattijs van Veelen and Edward O. Wilson for advice in preparing this paper. 1 Kimura 1970, B¨urger 2000, Provine 2001) to deal with such behavior. -
Biology 242 – Genomes & Evolution
Fall 2017 Biology 242 – Genomes & Evolution Instructor: Dr. Terry Bird Office: Shiley Center for Science and Technology 432 Laboratory: Shiley Center for Science and Technology 474 Phone #: (619) 260-4671 email: [email protected] Office hours: Mon, Tues & Wed 1:30-2:30pm, Thurs 12:30-2:30pm or by appointment Text: Campbell Biology (11th Edition) (Mastering Biology) Inquiry in Action: Interpreting Scientific Papers, Buskirk & Gillen A Student Handbook for Writing Biology, 4th ed., Karin Knisely Course description This one-semester course for biology majors provides an introduction to the mechanisms and results of information flow through organisms and their lineages. Lecture topics will include the nature, expression, and change of hereditary information in DNA, the mechanisms of evolution, and the origins and relationships of major groups of organisms. The laboratory (Bio 242L) must be taken concurrently and will include inquiry into the genetic basis of evolutionary change, and testing of hypotheses of adaptation. Bio 242 and Bio 242L constitute half of the year of introductory biology. Bio 240 and 240L, Bioenergetics and Systems, should be taken the semester before or after Bio 242. This introductory series meets the general biology requirements of the biology major and health science professional programs, as well as the Core requirement for Scientific and Technological Inquiry. Students in majors other than the sciences should consider taking designated biology courses below the 200-level to fulfill this Core requirement. Course Learning Outcomes At the end of the semester a student who takes both Bio 242 lecture and lab should be able to: 1. Design and conduct an experimental and/or observational investigation to generate scientific knowledge. -
Evolutionary Psychology and Human Behavior
Evolutionary Psychology and Human Behavior Evolutionary Psychology: Interfaces Between Natural Selection and Human Behavior William Weber Cecconello Undergraduate psychology student. E-mail: <[email protected]>. Vinícius Renato Thomé Ferreira Psychologist, Psy.D. in Clinical Psychology at PUCRS. Professor of IMED Psychology School. E-mail: <[email protected]>. Abstract The theory of evolution by natural selection postulates that involuntary adaptations in species gave them advantage for survival and reproduction, so the creatures that had the characteristics that made them better adapted to their niche were able to pass on their genes, and thus perpetuate the specie. In the evolutionary perspective, the brain is an organ that has evolved over millions of years to solve problems related to survival and reproduction in the same way as other body parts also came under pressure from natural selection. Understanding how the processes occurred and how natural selection has refined our skills and behavioral consequences has been the aim of Evolutionary Psychology. This article aims, through a narrative review, to describe the evolutionary psychology and its relevance to the understanding of human behavior. For this purpose, this article was composed by topics that may help in understanding this field of study and its applicability in psychology. Possibly the challenge remains to Latin American psychology is not just integrate Evolutionary Psychology effectively in aca- demic teaching , but to ensure that dialogues between areas of knowledge which differ and that permit a more complete understanding of the human being. Keywords: evolutionary psychology, behavior, cognition. Darwin`s theory of evolution through na- vidual variations, normally existent due to gene- tural selection changed the perspective about life tic variance. -
Adaptation, Natural Selection and Evolution Learning Intentions • Give the Meaning of the Term Mutation
Adaptation, natural selection and evolution Learning Intentions • Give the meaning of the term mutation. • State that mutations may be neutral, confer an advantage or a disadvantage. • State that mutations are spontaneous and are the only source of new alleles. • Give two environmental factors which can increase the rate of mutation. • Give the meaning of the term adaptation. • Give examples of adaptations which allow a species to survive. • State that adaptation may be structural, physiological or behavioural. • Describe examples of behaviours which allow a species to survive. • State that variation within a population makes it possible for a population to evolve over time in response to changing conditions. • Describe natural selection/survival of the fittest. • Describe the process of speciation. Mutation • A mutation is a random change to the genetic material of an organism • Mutations are rare, random and spontaneous • Mutations can alter the phenotype or functioning of the organism. • Mutations which occur in sex cells are inherited by offspring, they are the only source of new alleles, and can alter the phenotype or functioning of the organism. Types of Mutation • Mutations can be neutral, an advantage or a disadvantage • Neutral – these have no effect on the organism • Confer an advantage – for example the peppered moth mutation which made moths dark in colour – this allowed them to be camouflaged in industrial areas with soot covering trees • Confer a disadvantage – for example a gene mutation in chromosome 7 in humans leads to cystic fibrosis Moths…how many can you see? Mutagenic Agents • The rate of mutations can be artificially increased by environmental factors such as: – Radiation such as X-rays, UV light, gamma rays – Chemicals like colchicine, mustard gas and benzene.