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Genes, Evolution, and Learning

  • Conference paper
The Biology of Learning

Part of the book series: Dahlem Workshop Reports ((DAHLEM LIFE,volume 29))

Abstract

Evolutionary approaches to the study of learning imply genetic influence but not rigid determination because of the interplay between internal and external factors during an individual’s development. Unlearned and inherited processes are plausibly involved in learning, but these processes are subject to change as the individual gathers experience. The biologists’ functional view of learning is valuable, I argue, because it focusses attention on the particular job that has to be done. This in turn raises the issue of what are likely to be critical controlling variables. A related optimal design approach assumes knowledge of what the job is but, nonetheless, provides an attractive interface between the studies of experimental psychologists and those of biologists interested in learning.

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Authors and Affiliations

  1. Sub-Dept. of Animal Behavior, University of Cambridge, Madingley, Cambridge, CB3 8AA, England

    P. P. G. Bateson

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  1. P. P. G. Bateson
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Editor information

P. Marler H. S. Terrace

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© 1984 Berlin, Heildelberg, New York, Tokyo: Springer-Verlag

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Bateson, P.P.G. (1984). Genes, Evolution, and Learning. In: Marler, P., Terrace, H.S. (eds) The Biology of Learning. Dahlem Workshop Reports, vol 29. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-70094-1_4

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  • DOI: https://doi.org/10.1007/978-3-642-70094-1_4

  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-642-70096-5

  • Online ISBN: 978-3-642-70094-1

  • eBook Packages: Springer Book Archive

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