James Mark Baldwin's 'Social Heredity', Epigenetic Inheritance
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VOL. 51, No. 4 JULY, 1944 THE PSYCHOLOGICAL REVIEW JAMES McKEEN CATTELL 1860-1944 In the history of American psychology both of these men. A paper on Lotze very few figures are so outstanding as won for Cattell a fellowship in philoso- that of James McKeen Cattell whose phy at Johns Hopkins, where he spent long and active life has just come to a the year of 1882-83, with John Dewey close. He did not, indeed, belong to the and Joseph Jastrow as fellow students. first generation of American scientific It was during this year that Stanley psychologists—consisting mainly of Wil- Hall set up his psychological laboratory liam James, G. Stanley Hall and George at Johns Hopkins, with some assistance Trumbull Ladd—but he was probably from this group of students, and it was the most influential of the second gen- there, apparently, that Cattell began his eration which included Titchener, Miins- "psychometric investigations," concerned terberg, James Mark Baldwin, Jastrow, with the timing of various mental proc- Sanford, and Scripture, with others com- esses. He took his data and his designs ing along just a little later. Though for improved apparatus back to Ger- Cattell was not a systematist and did not many the following year and remained found a school in that sense, he was the in Wundt's laboratory for the three leader in what became a widespread and years, 1883-1886, being for part of this distinctive movement in American psy- time Wundt's first laboratory assistant. chology. His interest from the very out- From the outset Cattell seems to have set of his career was in introducing quan- been impressed with the variability of titative methods into psychology and human performance and the consequent especially in using such methods for the need for long series of observations in measurement of individual differences. -
Educational Psychology: a Cultural Psychological and Semiotic View
Educational Psychology: A Cultural Psychological and Semiotic View Howard A. Smith Faculty of Education Queen's University Kingston ON K7L3N6 Canada Email: [email protected] Paper presented at the meeting of the Australian Association for Research in Education Adelaide, December 1998 Abstract The paper supports previous writings by claiming that two psychologies, the causal and the purposive, exist based on their very different metaphors about how world events may be understood. Mechanism, the world view embracing the metaphor of the machine, seeks the lawful and generalizable results sought by causal psychology. Contextualism, the world view based on the metaphor of the historic event, seeks to understand events based on situational meanings and is the perspective adopted by purposive psychology and, by extension, semiotics. The differing types of representation and meaning, along with some research on memory, are used to illustrate the differing views and research priorities of these two perspectives. Finally, five implications of adopting a semiotic perspective in educational research and practice are outlined. Educational Psychology: A Cultural Psychological and Semiotic View It is with this end in view, the provision of a natural as opposed to an artificial theory of thinking, that we begin with the consideration of signs Ogden & Richards, 1949, p. 50 Traditional educational psychology is distinguished by its focus on the measured behaviour of group performances and on resulting generalizable findings. However, an alternative perspective exists that focuses on the ongoing meaning-making achieved by both individuals and groups within particular sociocultural settings. This alternative view, cultural psychological and semiotic in nature, is concerned with understanding phenomena and their ongoing processes instead of with establishing causal relationships among discrete products or variables. -
Culture and the Baldwin Effect
Culture and the Baldwin Effect Diego Federici1 Norwegian University of Science and Technology Department of computer and information science N-7491 Trondheim, Norway [email protected], http://www.idi.ntnu.no/~federici Abstract. It is believed that the second phase of the Baldwin effect is basically governed by the cost of learning. In this paper we argue that when learning takes place the fitness landscape undergoes a modification that might block the Baldwin effect even if the cost of learning is high. The argument is that learning strategies will bias the evolutionary pro- cess towards individuals that genetically acquire better compared to in- dividuals that genetically behave better. Once this process starts the probability of experiencing the Baldwin effect decreases dramatically, whatever the learning cost. A simulation with evolving learning indi- viduals capable of communication is set to show this effect. The set of acquired behaviors (culture) competes with the instinctive one (genes) giving rise to a co-evolutionary effect. 1 Introduction 1.1 The Baldwin effect In the context of the debate between Darwinism and Lamarckism, James Mark Baldwin (1896) proposed that phenotypic plasticity might be regarded as \a new factor in evolution" [1]. Phenotypic plasticity allowing adaptation, would smooth the fitness landscape increasing the efficiency of the evolutionary process [2, 3]. However, phenotypic plasticity has inherent costs associated with the training phase in terms of energy, time and eventual mistakes. For these reasons, in a second phase, evolution may find a way to achieve the same successful behaviors without plasticity. Thus the Baldwin effect has two phases. -
The Hiring of James Mark Baldwin and James Gibson Hume at Toronto in 1889
History of Psychology Copyright 2004 by the Educational Publishing Foundation 2004, Vol. 7, No. 2, 130–153 1093-4510/04/$12.00 DOI: 10.1037/1093-4510.7.2.130 THE HIRING OF JAMES MARK BALDWIN AND JAMES GIBSON HUME AT THE UNIVERSITY OF TORONTO IN 1889 Christopher D. Green York University In 1889, George Paxton Young, the University of Toronto’s philosophy professor, passed away suddenly while in the midst of a public debate over the merits of hiring Canadians in preference to American and British applicants for faculty positions. As a result, the process of replacing Young turned into a continuation of that argument, becoming quite vociferous and involving the popular press and the Ontario gov- ernment. This article examines the intellectual, political, and personal dynamics at work in the battle over Young’s replacement and its eventual resolution. The outcome would have an impact on both the Canadian intellectual scene and the development of experimental psychology in North America. In 1889 the University of Toronto was looking to hire a new professor of philosophy. The normally straightforward process of making a university appoint- ment, however, rapidly descended into an unseemly public battle involving not just university administrators, but also the highest levels of the Ontario govern- ment, the popular press, and the population of the city at large. The debate was not pitched solely, or even primarily, at the level of intellectual issues, but became intertwined with contentious popular questions of nationalism, religion, and the proper place of science in public education. The impact of the choice ultimately made would reverberate not only through the university and through Canada’s broader educational establishment for decades to come but, because it involved James Mark Baldwin—a man in the process of becoming one of the most prominent figures in the study of the mind—it also rippled through the nascent discipline of experimental psychology, just then gathering steam in the United States of America. -
An Examination of Introductory Psychology Textbooks in America Randall D
Ouachita Baptist University Scholarly Commons @ Ouachita Articles Faculty Publications 1992 Portraits of a Discipline: An Examination of Introductory Psychology Textbooks in America Randall D. Wight Ouachita Baptist University, [email protected] Wayne Weiten Follow this and additional works at: https://scholarlycommons.obu.edu/articles Part of the History of Science, Technology, and Medicine Commons, and the Psychology Commons Recommended Citation Weiten, W. & Wight, R. D. (1992). Portraits of a discipline: An examination of introductory psychology textbooks in America. In C. L. Brewer, A. Puente, & J. R. Matthews (Eds.), Teaching of psychology in America: A history (pp. 453-504). Washington DC: American Psychological Association. This Article is brought to you for free and open access by the Faculty Publications at Scholarly Commons @ Ouachita. It has been accepted for inclusion in Articles by an authorized administrator of Scholarly Commons @ Ouachita. For more information, please contact [email protected]. 20 PORTRAITS OF A DISCIPLINE: AN EXAMINATION OF INTRODUCTORY PSYCHOLOGY TEXTBOOKS IN AMERICA WAYNE WEITEN AND RANDALL D. WIGHT The time has gone by when any one person could hope to write an adequate textbook of psychology. The science has now so many branches, so many methods, so many fields of application, and such an immense mass of data of observation is now on record, that no one person can hope to have the necessary familiarity with the whole. -An author of an introductory psychology text If we compare general psychology textbooks of today with those of from ten to twenty years ago we note an undeniable trend toward amelio- We are indebted to several people who provided helpful information in responding to our survey discussed in the second half of the chapter, including Solomon Diamond for calling attention to Samuel Johnson and Noah Porter, Ernest R. -
Evolution—The Extended Synthesis
EVOLUTION—THE EXTENDED SYNTHESIS edited by Massimo Pigliucci and Gerd B. Müller The MIT Press Cambridge, Massachusetts London, England © 2010 Massachusetts Institute of Technology All rights reserved. No part of this book may be reproduced in any form by any electronic or mechanical means (including photocopying, recording, or information storage and retrieval) without permission in writing from the publisher. MIT Press books may be purchased at special quantity discounts for business or sales promotional use. For information, please email [email protected] or write to Special Sales Department, The MIT Press, 55 Hayward Street, Cambridge, MA 02142. This book was set in Times Roman by Toppan Best-set Premedia Limited. Printed and bound in the United States of America. Library of Congress Cataloging-in-Publication Data Evolution—the extended synthesis / edited by Massimo Pigliucci and Gerd B. Müller. p. cm. Includes bibliographical references and index. ISBN 978-0-262-51367-8 (pbk. : alk. paper) 1. Evolution (Biology) 2. Evolutionary genetics. 3. Developmental biology. I. Pigliucci, Massimo, 1964– II. Müller, Gerd B. QH366.2.E8627 2010 576.8—dc22 2009024587 10 9 8 7 6 5 4 3 2 1 Index Abir-Am, Pnina, 445 Average effects, 87 Abstract gene model, 102 Avital, E., 165 Accommodation, 298, 324, 366. See also Phenotypic and genetic Badyaev, A. V., 365 accommodation Baldwin effect, 219, 257–258, 366, 367, Activator-inhibitor systems, 290 371 Adams, Paul, 220 Baldwin, James Marc, 219, 366, 367, 371 Adaptation, 163–164, 425–427 Bat wings, 268 Adaptation and Natural Selection Beaks, fi nch, 271 (Williams), 84, 88 Behavioral inheritance, 187 Adaptive cell behaviors, 268 Benkemoun, L., 153–154 Adaptive landscapes/adaptive Biodiversity, areas for future research on topographies. -
Myths and Legends of the Baldwin Effect
Myths and Legends of the Baldwin Effect Peter Turney Institute for Information Technology National Research Council Canada Ottawa, Ontario, Canada, K1A 0R6 [email protected] Abstract ary computation when there is an evolving population of learning individuals (Ackley and Littman, 1991; Belew, This position paper argues that the Baldwin effect 1989; Belew et al., 1991; French and Messinger, 1994; is widely misunderstood by the evolutionary Hart, 1994; Hart and Belew, 1996; Hightower et al., 1996; computation community. The misunderstandings Whitley and Gruau, 1993; Whitley et al., 1994). This syn- appear to fall into two general categories. Firstly, ergetic effect is usually called the Baldwin effect. This has it is commonly believed that the Baldwin effect is produced the misleading impression that there is nothing concerned with the synergy that results when more to the Baldwin effect than synergy. A myth or legend there is an evolving population of learning indi- has arisen that the Baldwin effect is simply a special viduals. This is only half of the story. The full instance of synergy. One of the goals of this paper is to story is more complicated and more interesting. dispel this myth. The Baldwin effect is concerned with the costs Roughly speaking (we will be more precise later), the and benefits of lifetime learning by individuals in Baldwin effect has two aspects. First, lifetime learning in an evolving population. Several researchers have individuals can, in some situations, accelerate evolution. focussed exclusively on the benefits, but there is Second, learning is expensive. Therefore, in relatively sta- much to be gained from attention to the costs. -
10/2016 Robert H. Wozniak Education Ph.D. (Developmental Psychology
10/2016 Robert H. Wozniak Education Ph.D. (Developmental Psychology), University of Michigan. Ann Arbor, Michigan, 1971 A.B. (Psychology), College of the Holy Cross. Worcester, Massachusetts, 1966 Employment Department of Psychology, Bryn Mawr College. Katharine Elizabeth McBride Lecturer, 1980-81. Associate Professor, 1981-1986. Chair, Department of Human Development and Director, Child Study Institute, 1985-1993. Professor, 1986-Current Department of Psychology, University of Pittsburgh. Visiting Professor, Spring 2008, Fall 2008, Spring 2010, Fall 2015, Fall 2016 Psychology Department, Columbia University Teachers College. Visiting Assistant Professor, 1979-1980 Research, Development, and Demonstration Center in Education of Handicapped Children, University of Minnesota. Research Associate & Project Director, 1976-1978 Institute of Child Development, University of Minnesota. Assistant Professor, 1971-1976 P rofessional Societies Cheiron Society for the History of the Behavioral Sciences (Member, 1975- Current; Program Chair, 1990; Chair, Executive Committee, 1990-1993) Jean Piaget Society (Member, 1980-1995; Board of Directors, 1981-1985, 1987-1989; President, 1985-1987) Wozniak 2 Academic Honors Cattell Fellow, 1986-1987 Professional Consultantships/Editorial Board Memberships Life: The Excitement of Biology, Editorial Board. 2013-Current Center for the History of Psychology, University of Akron, Board of Directors, 2011-Current European Yearbook of the History of Psychology (formerly Teorie e Modelli), Editorial Board, 2000-Current Archives for the History of American Psychology. Instruments, Apparatus, and Exhibits Advisory Group, Member, 2002-2011 Dictionary of Modern American Philosophers, Supervising Editor for Psychology, 2001-2005. Dictionary of Nineteenth-Century British Philosophers, Psychology Editor, 2000-2002 New Ideas in Psychology, Editorial Board, 1983-1995 National Library of Medicine, Consultant, 1992-1993 Public Broadcasting System, Childhood series, Consultant, 1989-1991 Series Editorships Foundations of the History of Psychology. -
Routing the Roots and Growth of the Dramatic Instinct
Routing the Roots and Growth of the Dramatic Instinct Jeanne Klein Associate Professor Department of Theatre 1530 Naismith Dr., 317 Murphy University of Kansas Lawrence, KS 66045 (FAX) (785) 864-5251 (o) (785) 864-5576 (h) (785) 843-3744 [email protected] Unpublished paper. Abstract: The idea of a “dramatic instinct” is routed from its nineteenth-century roots in early childhood education and child study psychology through early twentieth-century theatre education. This historically contextualized routing suggests the functional purposes of pretense for human freedom, self-preservation, and survival. Theatre scholars may influence the discipline of cognitive psychology by employing these philosophical and epistemological theories to unpack the role of empathy in aesthetic experiences with today’s spectators. Jeanne Klein is an associate professor of theatre at the University of Kansas where she teaches theatre for young audiences, child drama, and children’s media psychology. Her articles have appeared in the Journal of Dramatic Theatre and Criticism, Youth Theatre Journal, Journal of Aesthetic Education, and TYA Today, among others. This paper is dedicated to the memory of Robert Findlay whose text, Century of Innovation, co- authored with Oscar Brockett, taught me to innovate by taking scholarly and artistic risks. Routing the Roots and Growth of the Dramatic Instinct The term “dramatic instinct” refers simply to the human drive to dramatize. Dramatic (or pretend) play appears spontaneously in early childhood with few cultural variations as a provocative mystery of the human mind. For what functional purposes does this instinct for drama possibly serve humankind? After decades of innumerable investigations, developmental psychologists have concluded that this instinct for pretense is innate, universal, and cross- cultural, regardless of parental modeling (Lillard 188). -
Why Developmental Niche Construction Is Not Selective Niche Construction: and Why Rsfs.Royalsocietypublishing.Org It Matters Karola Stotz
Downloaded from http://rsfs.royalsocietypublishing.org/ on September 1, 2017 Why developmental niche construction is not selective niche construction: and why rsfs.royalsocietypublishing.org it matters Karola Stotz Department of Philosophy, Macquarie University, New South Wales 2109, Australia Research KS, 0000-0001-5300-0934 Cite this article: Stotz K. 2017 Why In the last decade, niche construction has been heralded as the neglected developmental niche construction is not process in evolution. But niche construction is just one way in which the organ- ism’s interaction with and construction of the environment can have potential selective niche construction: and why it evolutionary significance. The constructed environment does not just select for, matters. Interface Focus 7: 20160157. it also produces new variation. Nearly 3 decades ago, and in parallel with http://dx.doi.org/10.1098/rsfs.2016.0157 Odling-Smee’s article ‘Niche-constructing phenotypes’, West and King introduced the ‘ontogenetic niche’ to give the phenomena of exogenetic inheri- One contribution of 20 to a theme issue ‘New tance a formal name. Since then, a range of fields in the life sciences and medicine has amassed evidence that parents influence their offspring trends in evolutionary biology: biological, by means other than DNA (parental effects), and proposed mechanisms philosophical and social science perspectives’. for how heritable variation can be environmentally induced and developmen- tally regulated. The concept of ‘developmental niche construction’ (DNC) Subject Areas: elucidates how a diverse range of mechanisms contributes to the transgenera- systems biology tional transfer of developmental resources. My most central of claims is that whereas the selective niche of niche construction theory is primarily used to explain the active role of the organism in its selective environment, DNC is Keywords: meant to indicate the active role of the organism in its developmental environ- developmental niche construction, ment. -
How Human Evolutionary Psychology Can Inform Adaptive Behavior Research Geoff
A bottom-up approach with a clear view of the top: How human evolutionary psychology can inform adaptive behavior research Geoffrey F. Miller School of Cognitive and Computing Sciences University of Sussex Falmer, Brighton BN1 9QH, England (Now at Department of Psychology, University of Nottingham; [email protected]) Peter M. Todd Department of Psychology University of Denver 2155 S. Race Street Denver, CO 80208 USA [email protected] The Adapted Mind: Evolutionary Psychology and the Generation of Culture. Edited by Jerome H. Barkow, Leda Cosmides, and John Tooby. New York: Oxford University Press (1992). ISBN 0-19- 506023-7, xii + 666 pp., $55 hardback. Introduction Psychologists have long paid lip service to Darwin, conceding that the human brain did arise through the course of evolution (for whatever, often unspecified, reason). But the full power of Darwinian theory is almost never used in day-to-day psychology research. This is peculiar, given the successful, integrated nature of evolutionary biology, and the typically fragmented and incomplete visage of modern psychology: one would think that a theory that explains the origin and maintenance of complex behavioral adaptations across all species (evolution) could inform and unify the study of human behavior (psychology) just as productively as it does the study of animal behavior (ethology and comparative cognition). But the emergence of a genuinely evolutionary psychology of humans (HEP) has been a slow, painful, and quite recent occurrence, marked at last by the publication of a flagship volume, The Adapted Mind. This work is of great importance not only for researchers in all branches of human psychology, but also for those in the field of adaptive behavior as well, because it demonstrates that the operation of even the most sophisticated and seemingly general behavioral system we know of -- the human brain -- can only be understood as the conglomeration of a great variety of specific mental mechanisms, each finely tuned to a particular adaptive problem. -
What the Baldwin Effect Affects Depends on the Nature of Plasticity T ⁎ Thomas J.H
Cognition 197 (2020) 104165 Contents lists available at ScienceDirect Cognition journal homepage: www.elsevier.com/locate/cognit What the Baldwin Effect affects depends on the nature of plasticity T ⁎ Thomas J.H. Morgana,b,c, , Jordan W. Suchowc, Thomas L. Griffithsc a Arizona State University, School of Human Evolution and Social Change, 900 S. Cady Mall, Tempe 85287, United States of America b Arizona State University, Institute of Human Origins, 951 S. Cady Mall, Tempe 85287, United States of America c University of California, Berkeley, Department of Psychology, Tolman Hall, Berkeley 94720, United States of America ARTICLE INFO ABSTRACT Keywords: In a process known as the Baldwin Effect, developmental plasticity, such as learning, has been argued toac- Baldwin effect celerate the biological evolution of high-fitness traits, including language and complex intelligence. Herewe Learning investigate the evolutionary consequences of developmental plasticity by asking which aspects of a plastic trait Plasticity are the focus of genetic change. The aspects we consider are: (i) dependencies between elements of a trait, (ii) the Evolution importance of each element to fitness, and (iii) the difficulty of acquiring each element through plasticity. We also explore (iv) how cultural inheritance changes the relationship between plasticity and genetic change. We find that evolution by natural selection preferentially fixes elements that are depended upon byothers,im- portant to fitness, or difficult to acquire through plasticity, but that cultural inheritance can suppress andeven reverse genetic change. We replicate some of these effects in experimental evolutionary simulations with human learners. We conclude that what the Baldwin Effect affects depends upon the mechanism of plasticity, whichfor behavior and cognition includes the psychology of learning.