Related Research Articles
Evolutionary psychology is a theoretical approach in psychology that examines cognition and behavior from a modern evolutionary perspective. It seeks to identify human psychological adaptations with regards to the ancestral problems they evolved to solve. In this framework, psychological traits and mechanisms are either functional products of natural and sexual selection or non-adaptive by-products of other adaptive traits.
Emotions are mental states brought on by neurophysiological changes, variously associated with thoughts, feelings, behavioral responses, and a degree of pleasure or displeasure. There is no scientific consensus on a definition. Emotions are often intertwined with mood, temperament, personality, disposition, or creativity.
Fear is an intensely unpleasant emotion in response to perceiving or recognizing a danger or threat. Fear causes physiological changes that may produce behavioral reactions such as mounting an aggressive response or fleeing the threat. Fear in human beings may occur in response to a certain stimulus occurring in the present, or in anticipation or expectation of a future threat perceived as a risk to oneself. The fear response arises from the perception of danger leading to confrontation with or escape from/avoiding the threat, which in extreme cases of fear can be a freeze response.
A phobia is an anxiety disorder, defined by a persistent and excessive fear of an object or situation. Phobias typically result in a rapid onset of fear and are usually present for more than six months. Those affected go to great lengths to avoid the situation or object, to a degree greater than the actual danger posed. If the object or situation cannot be avoided, they experience significant distress. Other symptoms can include fainting, which may occur in blood or injury phobia, and panic attacks, often found in agoraphobia and emetophobia. Around 75% of those with phobias have multiple phobias.
Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. The ability to learn is possessed by humans, animals, and some machines; there is also evidence for some kind of learning in certain plants. Some learning is immediate, induced by a single event, but much skill and knowledge accumulate from repeated experiences. The changes induced by learning often last a lifetime, and it is hard to distinguish learned material that seems to be "lost" from that which cannot be retrieved.
Lamarckism, also known as Lamarckian inheritance or neo-Lamarckism, is the notion that an organism can pass on to its offspring physical characteristics that the parent organism acquired through use or disuse during its lifetime. It is also called the inheritance of acquired characteristics or more recently soft inheritance. The idea is named after the French zoologist Jean-Baptiste Lamarck (1744–1829), who incorporated the classical era theory of soft inheritance into his theory of evolution as a supplement to his concept of orthogenesis, a drive towards complexity.
Modularity of mind is the notion that a mind may, at least in part, be composed of innate neural structures or mental modules which have distinct, established, and evolutionarily developed functions. However, different definitions of "module" have been proposed by different authors. According to Jerry Fodor, the author of Modularity of Mind, a system can be considered 'modular' if its functions are made of multiple dimensions or units to some degree. One example of modularity in the mind is binding. When one perceives an object, they take in not only the features of an object, but the integrated features that can operate in sync or independently that create a whole. Instead of just seeing red, round, plastic, and moving, the subject may experience a rolling red ball. Binding may suggest that the mind is modular because it takes multiple cognitive processes to perceive one thing.
Physiological psychology is a subdivision of behavioral neuroscience that studies the neural mechanisms of perception and behavior through direct manipulation of the brains of nonhuman animal subjects in controlled experiments. This field of psychology takes an empirical and practical approach when studying the brain and human behavior. Most scientists in this field believe that the mind is a phenomenon that stems from the nervous system. By studying and gaining knowledge about the mechanisms of the nervous system, physiological psychologists can uncover many truths about human behavior. Unlike other subdivisions within biological psychology, the main focus of psychological research is the development of theories that describe brain-behavior relationships.
An engram is a unit of cognitive information imprinted in a physical substance, theorized to be the means by which memories are stored as biophysical or biochemical changes in the brain or other biological tissue, in response to external stimuli.
The psychology of learning refers to theories and research on how individuals learn. There are many theories of learning. Some take on a more behaviorist approach which focuses on inputs and reinforcements. Other approaches, such as theories related to neuroscience and social cognition, focus more on how the brain's organization and structure influence learning. Some psychological approaches, such as social constructivism, focus more on one's interaction with the environment and with others. Other theories, such as those related to motivation, like the growth mindset, focus more on individuals' perceptions of ability.
In evolutionary biology, the Baldwin effect, a phenotype-first theory of evolution, describes the effect of learned behaviour on evolution. James Mark Baldwin and others suggested during the eclipse of Darwinism in the late 19th century that an organism's ability to learn new behaviours will affect its reproductive success and will therefore have an effect on the genetic makeup of its species through natural selection. Though this process appears similar to Lamarckism, that view proposes that living things inherited their parents' acquired characteristics. The Baldwin effect has been independently proposed several times, and today it is generally recognized as part of the modern synthesis.
Cognitive development is a field of study in neuroscience and psychology focusing on a child's development in terms of information processing, conceptual resources, perceptual skill, language learning, and other aspects of the developed adult brain and cognitive psychology. Qualitative differences between how a child processes their waking experience and how an adult processes their waking experience are acknowledged. Cognitive development is defined as the emergence of the ability to consciously cognize, understand, and articulate their understanding in adult terms. Cognitive development is how a person perceives, thinks, and gains understanding of their world through the relations of genetic and learning factors. There are four stages to cognitive information development. They are, reasoning, intelligence, language, and memory. These stages start when the baby is about 18 months old, they play with toys, listen to their parents speak, they watch tv, anything that catches their attention helps build their cognitive development.
Eva Jablonka is an Israeli evolutionary theorist and geneticist, known especially for her interest in epigenetic inheritance. Born in 1952 in Poland, she emigrated to Israel in 1957. She is a professor at the Cohn Institute for the History of Philosophy of Science and Ideas at Tel Aviv University. In 1981 she was awarded the Landau prize of Israel for outstanding Master of Science (M.Sc.) work and in 1988, the Marcus prize for outstanding Ph.D. work. She is a proponent of academic freedom, recognising that on such matters, "academic and political issues cannot really be kept apart", although she is not a proponent of simplistic solutions, and shows a preference to describe her own position.
Richard Wolfgang Semon was a German zoologist, explorer, evolutionary biologist, a memory researcher who believed in the inheritance of acquired characteristics and applied this to social evolution. He is known for coining the terms engram and ecphory.
In the field of psychology, nativism is the view that certain skills or abilities are "native" or hard-wired into the brain at birth. This is in contrast to the "blank slate" or tabula rasa view, which states that the brain has inborn capabilities for learning from the environment but does not contain content such as innate beliefs. This factor contributes to the ongoing nature versus nurture dispute, one borne from the current difficulty of reverse engineering the subconscious operations of the brain, especially the human brain.
In psychology, Desensitization is a treatment or process that diminishes emotional responsiveness to a negative, aversive, or positive stimulus after repeated exposure. Desensitization can also occur when an emotional response is repeatedly evoked in situations where the action tendency associated with the emotion proves irrelevant or unnecessary. The process of desensitization was developed by psychologist Mary Cover Jones and is primarily used to assist individuals in unlearning phobias and anxieties. Desensitization is a psychological process where a response is repeatedly elicited in circumstances where the emotion's propensity for action is irrelevant. Joseph Wolpe (1958) developed a method of a hierarchal list of anxiety-evoking stimuli in order of intensity, which allows individuals to undergo adaptation. Although medication is available for individuals with anxiety, fear, or phobias, empirical evidence supports desensitization with high rates of cure, particularly in clients with depression or schizophrenia. Wolpe's "reciprocal inhibition" desensitization process is based on well-known psychology theories such as Hull's "drive-reduction" theory and Sherrington's concept of "reciprocal inhibition." Individuals are gradually exposed to anxiety triggers while using relaxation techniques to reduce anxiety. It is an effective treatment for anxiety disorders.
Marion Julia Lamb was Senior Lecturer at Birkbeck, University of London, before her retirement. She studied the effect of environmental conditions such as heat, radiation and pollution on metabolic activity and genetic mutability in the fruit fly Drosophila. From the late 1980s, Lamb collaborated with Eva Jablonka, researching and writing on the inheritance of epigenetic variations, and in 2005 they co-authored the book Evolution in Four Dimensions, considered by some to be in the vanguard of an ongoing revolution within evolutionary biology.
Domain-general learning theories of development suggest that humans are born with mechanisms in the brain that exist to support and guide learning on a broad level, regardless of the type of information being learned. Domain-general learning theories also recognize that although learning different types of new information may be processed in the same way and in the same areas of the brain, different domains also function interdependently. Because these generalized domains work together, skills developed from one learned activity may translate into benefits with skills not yet learned. Another facet of domain-general learning theories is that knowledge within domains is cumulative, and builds under these domains over time to contribute to our greater knowledge structure. Psychologists whose theories align with domain-general framework include developmental psychologist Jean Piaget, who theorized that people develop a global knowledge structure which contains cohesive, whole knowledge internalized from experience, and psychologist Charles Spearman, whose work led to a theory on the existence of a single factor accounting for all general cognitive ability.
The study of the evolution of emotions dates back to the 19th century. Evolution and natural selection has been applied to the study of human communication, mainly by Charles Darwin in his 1872 work, The Expression of the Emotions in Man and Animals. Darwin researched the expression of emotions in an effort to support his materialist theory of unguided evolution. He proposed that much like other traits found in animals, emotions apparently also evolved and were adapted over time. His work looked at not only facial expressions in animals and specifically humans, but attempted to point out parallels between behaviors in humans and other animals.
Organic memory is a discredited biological theory, held in the late nineteenth century before the rediscovery of Mendelian genetics. The theory held the controversial notion that all organic matter contains memory.
References
- 1 2 Rodolfo R. Llinas (2001). I of the vortex: from neurons to self . MIT Press. pp. 190–191. ISBN 0-262-62163-0.
- ↑ Deutsch, Diana; Henthorn, Trevor (2004). "Absolute Pitch, Speech, and Tone Language: Some Experiments and a Proposed Framework". Music Perception. 21 (3): 339–356. doi:10.1525/mp.2004.21.3.339 – via ResearchGate.
- ↑ Dias, Brian G; Ressler, Kerry J (2013). "Parental olfactory experience influences behavior and neural structure in subsequent generations". Nature Neuroscience. 17 (1): 89–96. doi:10.1038/nn.3594. PMC 3923835 . PMID 24292232.
- Linda Geddes (1 December 2013). "Fear of a smell can be passed down several generations" . New Scientist.
- ↑ Callaway, Ewen (2013). "Fearful memories haunt mouse descendants". Nature. doi:10.1038/nature.2013.14272. S2CID 155233262.
- ↑ Gallagher, James. "'Memories' pass between generations". BBC. Retrieved 1 December 2013.
- ↑ Louis D. Matzel (2002). "Learning Mutants". In Harold E. Pashler (ed.). Steven's Handbook of Experimental Psychology . John Wiley and Sons. p. 201. ISBN 0-471-65016-1.
- ↑ Timothy L. Strickler (1978). Functional Osteology and Myology of the Shoulder in the Chiroptera. Karger Publishers. p. 325. ISBN 3-8055-2645-8.
- ↑ Brian Keith Hall; Roy Douglas Pearson; Gerd B. Müller (2003). Environment, Development, and Evolution: Toward a Synthesis. MIT Press. p. 17. ISBN 0-262-08319-1.