Embryo drawing is the illustration of embryos in their developmental sequence. In plants and animals, an embryo develops from a zygote, the single cell that results when an egg and sperm fuse during fertilization. In animals, the zygote divides repeatedly to form a ball of cells, which then forms a set of tissue layers that migrate and fold to form an early embryo. Images of embryos provide a means of comparing embryos of different ages, and species. To this day, embryo drawings are made in undergraduate developmental biology lessons.
The theory of recapitulation, also called the biogenetic law or embryological parallelism—often expressed using Ernst Haeckel's phrase "ontogeny recapitulates phylogeny"—is a historical hypothesis that the development of the embryo of an animal, from fertilization to gestation or hatching (ontogeny), goes through stages resembling or representing successive adult stages in the evolution of the animal's remote ancestors (phylogeny). It was formulated in the 1820s by Étienne Serres based on the work of Johann Friedrich Meckel, after whom it is also known as the Meckel–Serres law.
Sociobiology is a field of biology that aims to explain social behavior in terms of evolution. It draws from disciplines including psychology, ethology, anthropology, evolution, zoology, archaeology, and population genetics. Within the study of human societies, sociobiology is closely allied to evolutionary anthropology, human behavioral ecology, evolutionary psychology, and sociology.
The Graduate School and University Center of the City University of New York is a public research institution and postgraduate university in New York City. Formed in 1961 as Division of Graduate Studies at City University of New York, it was renamed to Graduate School and University Center in 1969. Serving as the principal doctorate-granting institution of the City University of New York (CUNY) system, CUNY Graduate Center is classified among "R1: Doctoral Universities – Very High Research Activity".
Orthogenesis, also known as orthogenetic evolution, progressive evolution, evolutionary progress, or progressionism, is an obsolete biological hypothesis that organisms have an innate tendency to evolve in a definite direction towards some goal (teleology) due to some internal mechanism or "driving force". According to the theory, the largest-scale trends in evolution have an absolute goal such as increasing biological complexity. Prominent historical figures who have championed some form of evolutionary progress include Jean-Baptiste Lamarck, Pierre Teilhard de Chardin, and Henri Bergson.
In evolutionary developmental biology, heterochrony is any genetically controlled difference in the timing, rate, or duration of a developmental process in an organism compared to its ancestors or other organisms. This leads to changes in the size, shape, characteristics and even presence of certain organs and features. It is contrasted with heterotopy, a change in spatial positioning of some process in the embryo, which can also create morphological innovation. Heterochrony can be divided into intraspecific heterochrony, variation within a species, and interspecific heterochrony, phylogenetic variation, i.e. variation of a descendant species with respect to an ancestral species.
Pharyngeal slits are filter-feeding organs found among deuterostomes. Pharyngeal slits are repeated openings that appear along the pharynx caudal to the mouth. With this position, they allow for the movement of water in the mouth and out the pharyngeal slits. It is postulated that this is how pharyngeal slits first assisted in filter-feeding, and later, with the addition of gills along their walls, aided in respiration of aquatic chordates. These repeated segments are controlled by similar developmental mechanisms. Some hemichordate species can have as many as 200 gill slits. Pharyngeal clefts resembling gill slits are transiently present during the embryonic stages of tetrapod development. The presence of pharyngeal arches and clefts in the neck of the developing human embryo famously led Ernst Haeckel to postulate that "ontogeny recapitulates phylogeny"; this hypothesis, while false, contains elements of truth, as explored by Stephen Jay Gould in Ontogeny and Phylogeny. However, it is now accepted that it is the vertebrate pharyngeal pouches and not the neck slits that are homologous to the pharyngeal slits of invertebrate chordates. Pharyngeal arches, pouches, and clefts are, at some stage of life, found in all chordates. One theory of their origin is the fusion of nephridia which opened both on the outside and the gut, creating openings between the gut and the environment.
Evolutionary developmental psychology (EDP) is a research paradigm that applies the basic principles of evolution by natural selection, to understand the development of human behavior and cognition. It involves the study of both the genetic and environmental mechanisms that underlie the development of social and cognitive competencies, as well as the epigenetic processes that adapt these competencies to local conditions.
Mosaic evolution is the concept, mainly from palaeontology, that evolutionary change takes place in some body parts or systems without simultaneous changes in other parts. Another definition is the "evolution of characters at various rates both within and between species".408 Its place in evolutionary theory comes under long-term trends or macroevolution.
Ontogeny and Phylogeny is a 1977 book on evolution by Stephen Jay Gould, in which he explores the relationship between embryonic development (ontogeny) and biological evolution (phylogeny). Unlike his many popular books of essays, it was a technical book, and over the following decades it was influential in stimulating research into heterochrony, which had been neglected since Ernst Haeckel's theory that ontogeny recapitulates phylogeny had been largely discredited. This helped to create the field of evolutionary developmental biology.
Developmental systems theory (DST) is an overarching theoretical perspective on biological development, heredity, and evolution. It emphasizes the shared contributions of genes, environment, and epigenetic factors on developmental processes. DST, unlike conventional scientific theories, is not directly used to help make predictions for testing experimental results; instead, it is seen as a collection of philosophical, psychological, and scientific models of development and evolution. As a whole, these models argue the inadequacy of the modern evolutionary synthesis on the roles of genes and natural selection as the principal explanation of living structures. Developmental systems theory embraces a large range of positions that expand biological explanations of organismal development and hold modern evolutionary theory as a misconception of the nature of living processes.
Many scientists and philosophers of science have described evolution as fact and theory, a phrase which was used as the title of an article by paleontologist Stephen Jay Gould in 1981. He describes fact in science as meaning data, not known with absolute certainty but "confirmed to such a degree that it would be perverse to withhold provisional assent". A scientific theory is a well-substantiated explanation of such facts. The facts of evolution come from observational evidence of current processes, from imperfections in organisms recording historical common descent, and from transitions in the fossil record. Theories of evolution provide a provisional explanation for these facts.
In evolutionary biology, function is the reason some object or process occurred in a system that evolved through natural selection. That reason is typically that it achieves some result, such as that chlorophyll helps to capture the energy of sunlight in photosynthesis. Hence, the organism that contains it is more likely to survive and reproduce, in other words the function increases the organism's fitness. A characteristic that assists in evolution is called an adaptation; other characteristics may be non-functional spandrels, though these in turn may later be co-opted by evolution to serve new functions.
Susan E. Carey is an American psychologist who is a professor of psychology at Harvard University. She studies language acquisition, children's development of concepts, conceptual changes over time, and the importance of executive functions. She has conducted experiments on infants, toddlers, adults, and non-human primates. Her books include Conceptual Change in Childhood (1985) and The Origin of Concepts (2009).
Evolutionary thought, the recognition that species change over time and the perceived understanding of how such processes work, has roots in antiquity—in the ideas of the ancient Greeks, Romans, Chinese, Church Fathers as well as in medieval Islamic science. With the beginnings of modern biological taxonomy in the late 17th century, two opposed ideas influenced Western biological thinking: essentialism, the belief that every species has essential characteristics that are unalterable, a concept which had developed from medieval Aristotelian metaphysics, and that fit well with natural theology; and the development of the new anti-Aristotelian approach to modern science: as the Enlightenment progressed, evolutionary cosmology and the mechanical philosophy spread from the physical sciences to natural history. Naturalists began to focus on the variability of species; the emergence of palaeontology with the concept of extinction further undermined static views of nature. In the early 19th century prior to Darwinism, Jean-Baptiste Lamarck (1744–1829) proposed his theory of the transmutation of species, the first fully formed theory of evolution.
Gilbert Gottlieb was an American psychologist.
The Extended Evolutionary Synthesis (EES) consists of a set of theoretical concepts argued to be more comprehensive than the earlier modern synthesis of evolutionary biology that took place between 1918 and 1942. The extended evolutionary synthesis was called for in the 1950s by C. H. Waddington, argued for on the basis of punctuated equilibrium by Stephen Jay Gould and Niles Eldredge in the 1980s, and was reconceptualized in 2007 by Massimo Pigliucci and Gerd B. Müller.
Paul Griffiths is Professor of Philosophy at the University of Sydney and works primarily in the Philosophy of Science and more particularly Philosophy of Biology. Born in England in 1962, he received a B.A. from the University of Cambridge in 1984 and a Ph.D. in philosophy from the Australian National University in 1989 under the supervision of Kim Sterelny. He taught previously at the University of Pittsburgh, the University of Queensland and the University of Otago. He spends part of each year at the University of Exeter in the Egenis: the Centre for the Study of the Life Sciences. Griffiths is a Fellow of the American Association for the Advancement of Science and of the Australian Academy of the Humanities.
Human evolutionary developmental biology or informally human evo-devo is the human-specific subset of evolutionary developmental biology. Evolutionary developmental biology is the study of the evolution of developmental processes across different organisms. It is utilized within multiple disciplines, primarily evolutionary biology and anthropology. Groundwork for the theory that "evolutionary modifications in primate development might have led to … modern humans" was laid by Geoffroy Saint-Hilaire, Ernst Haeckel, Louis Bolk, and Adolph Schultz. Evolutionary developmental biology is primarily concerned with the ways in which evolution affects development, and seeks to unravel the causes of evolutionary innovations.
In biology, constructive development refers to the hypothesis that organisms shape their own developmental trajectory by constantly responding to, and causing, changes in both their internal state and their external environment. Constructive development can be contrasted with programmed development, the hypothesis that organisms develop according to a genetic program or blueprint. The constructivist perspective is found in philosophy, most notably developmental systems theory, and in the biological and social sciences, including developmental psychobiology and key themes of the extended evolutionary synthesis. Constructive development may be important to evolution because it enables organisms to produce functional phenotypes in response to genetic or environmental perturbation, and thereby contributes to adaptation and diversification.
