Darwinian thoughts on Ray Bradbury’s “Fahrenheit 451”

I recently pulled out an old paper I wrote as an undergraduate examining Joseph Conrad & D.H. Lawrence using Darwinian theory of consciousness & self-deception derived from Richard Alexander’s “Evolution of the Human Psyche.” This would have been 1995 or 1996 or so, thus a good decade or more before I’d even heard of Literary Darwinism, let alone realize I was doing it. Narcissistic as it sounds, I impressed myself, as the paper holds up, so I’ve been poking at it here & there to get it in shape to submit for possible publication. In the meantime, I just happened to download the audiobook of Ray Bradbury’s Fahrenheit 451, not knowing anything about it whatsoever, as it was one of the few audiobooks available thru Tuscaloosa’s digital online library that looked compelling enough to help me dissociate from my usual thinking too much. Probably not too ironically, it’s main conceit is self-deception!

I say not too ironic because I think classic literature can be analyzed successfully using any number of Darwinian tropes (do I think that or did Joseph Carroll say that & now I think it? when will I start thinking for myself, the protagonist asks). That’s what makes it canonical, as Joseph Carroll has pointed out–it conveys something fundamental about the human condition &, thus, can be analyzed vis-a-vis Darwinism. Though this seems intuitive, it was striking to those who read my paper in 1995, as I recall. I couldn’t come up with anything to tie all the books together we were assigned to read & write about, but I was reading sociobiological theory for other papers I was working on & thought I could tie them all together from the perspective of “scenario-building.” I recall my English professor expressing delight at the novelty of it & had me read the paper aloud to the rest of the class (honestly, I recall writing about a Virginia Wolfe book from the Darwinian perspective & reading that, so I may be getting my stories crossed & there is another such paper lurking somewhere in my files). And this Ray Bradbury book is probably the first canonical piece I’ve digested in some years, & the Darwinian trope fairly screams at me here too.

In the book, a future U.S. has banned books because they upset people too much. Some minority is always upset by something, yet everyone wants to be happy. So, to facilitate this, they ban all books & punish people who keep them secretly by burning their houses down with the books inside. The protagonist is one of these “firemen,” whose new job in a future where houses can no longer catch on fire on accident, is to protect the public not from fire but by fire. In this world, people have TVs in their homes that are literally walls of their houses & on full blast or playing thru ear buds literally all the time. When they aren’t on to distract them, people become anxious (anticipating flatscreen TVs & iPhones, methinks). If these distractions don’t work, people go driving at high speed (55 mph in the minimum speed limit) & run over & kill small animals for fun (anticipating “The Itchy & Scratchy Show” & themes from The Simpsons). If they get anxious at night, they take sleeping pills to prevent dreaming (“Mother’s Little Helper”).

A neighbor girl–a questioning child in a world where children are hidden away in boarding schools & kept in desks with homework for 9 hours/day to wear them out & prevent them free time to think–keeps asking him if he’s ever wondered why this our that. Of course Why? is the ultimate evolution question, though the book doesn’t address this directly (at least not yet–I’m not actually finished). She agitates him by setting him to thinking, but he is so flattered & charmed by her that his mind begins to open. When she is killed by a speeding car for, almost literally, stopping to smell the roses, the fireman becomes obsessed with recovering his awareness & inflicting it on others, finding guilty satisfaction when he reads a poem to his wife’s yenta friends, for instance, leading one of them to erupt in tears she does not understand.

Fahrenheit 451‘s central tension, for me, is in extolling benefits & costs of consciousness. This future U.S. society has taken the position that, given the conflicting wants & demands of the exponentially increasing population, ignorance is, indeed, & literally, bliss. But the bliss is fragile & does not appreciate the demands of an impending war that will rend the society apart & the need of awareness & pain to be able to learn the lessons of history, protect itself, & heal. As student blogger Adriana Guardans Godo asks for her English paper,

Can happiness really be achieved through self-deception and conformity, or is challenging the truth what makes us content?

I am anticipating what I think is going to happen a bit, but it reminds me of neuroscientist Antonio Damasio‘s thesis on the approach & withdraw systems in, I think, Decartes’ Error.  The approach or pleasure system is separate from the pain or withdraw system because they are for fundamentally different purposes & vary in importance. If you fail to act on a possible reward, you might suffer long-term consequences (like failing to act on a possible reproductive opportunity) but with time to make up for it. If you fail to act on a pain, you could die, with obvious immediate consequences to your evolutionary viability. Consequently, pain & suffering are more memorable than joy & reward. It’s important to recall painful mistakes to avoid making them again. Thus, in Bradbury’s dystopia, the social purgation of unpleasant memory has doomed them to some future catastrophe. The weak link here, & in my entire conception of this, is that most mammals have learned aversive responses to pain or bad tastes without the costs of consciousness…how to rectify that…?

I’ll let you know, when I get there, if indeed it’s as bleak as all that & how I’m going to work this into my manuscript & theoretical models.

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Thinking Like an Anthropologist from Mars: Crucial for Good Human Science

Don’t worry, just as I promised you recently that the odds of an all-out zombie apocalypse are very low, I seriously doubt that there are any anthropologists from Mars among our ranks. This said, as a behavioral scientist, I think it may actually be very useful to think like an anthropologist from Mars. And this blog explains why!

One day a year, at the Chhath festival along the banks of the Ganges in India, millions of Hindi people descend into the river in a huge-scale religious ceremony. Commenting on this event a few years back in a keynote address at the 2006 meeting of the Human Behavior and Evolution Society, renowned philosopher Dan Dennett said this: “If you were an anthropologist from Mars, you’d need to explain this!” In the context of Dennett’s talk, he was using this enormous investment of behavior from millions of people to underscore how deeply entrenched religiosity is in our species – it’s so deep, that any anthropologist from Mars would definitely take a look at this event along the banks of the Ganges would be like, “Hey Glurb, come check THIS out – this is something!”

Typically given credit to renowned neuroglogist Oliver Sacks (1996), this phrase (anthropologist form Mars) so deeply characterizes the approach that evolutionary psychologists take to human behavior. And here’s how:

Often times, behavioral and social scientists try to explain human behavior by what we in the field call “self-report” – asking people to describe why they are doing what they are doing. Well, it turns out, that sometimes people know why they do what they do, but, often, actually, people have no clue why they do what they do (Nisbett & Wilson, 1977). Not only did Nisbett and Wilson document that people often are clueless as to the causes of their behavior but, interestingly, these researchers also documented that people easily come up with reasons (whether accurate or not) for their own behavior. For instance, in one study, when a group of participants watched a movie (that was well-received by a control group) with a constant loud noise, participants in this condition reported despising the movie – and easily coming up with any and all explanations for their reports (such as bad directing, bad acting, etc.) – with this important footnote: None of the participants reported that they disliked the move due to the extraneous and distracting noise form the hallway!

Good behavioral scientists need to step back a bit from relying on self-reported data. In other words, a good behavioral scientist takes on the role of the anthropologist from Mars. Such an approach to the scientific study of behavior has some important implications, such as:

–       Make few or no assumptions about what you’ll observe or the underlying causes of what you observe (remember, you’re new to this planet and this species you’re studying is VERY complex!)

–       Don’t worry too much about asking humans why they are doing what they are doing (you speak Martian and they speak something else, in any case!)

–       Study behavior and behavioral patterns – objectively – scientifically – allowing the data and whatever well-supported theories you and your Martian buddies have come up with help you understand both (a) WHAT you’re observing and (b) why these strange critters are doing what they are doing.

Getting back to the millions of people jumping into the Ganges that Dennett talked about in 2006, we can think about using self-report data – but we’d probably only get so far. Responses may be something like “my family always does this,” “it’s a significant religious ritual that I take part in each year,” and so forth. But the anthropologist from Mars can’t communicate with these millions of individuals – so he (or she … or it!) needs to step back and examine the behavioral patterns objectively. What are the immediate antecedents of this ritual? What are the physical benefits that come out of this ritual? What are the social or behavioral changes that generally follow from this ritual?

Dennett, a dyed-in-the-wool evolutionist (Dennett, 1996), suggests that anthropologists from Mars would reasonably take an evolutionary approach to understanding behavior – examining the ancestral environments of individuals and how behaviors shown now would have had adaptive benefits then. More simply, a good anthropologist from Mars would likely consider benefits of behaviors in an important sense (or, in the language of evolutionary psychology, he or she (or it) would address how behavioral patterns demonstrate long-term adaptive benefits).

A good behavioral scientist is, in essence, playing the role of anthropologist from Mars. In taking such an alien approach, you’re studying human behavior from a stepped-back perspective – an approach that allows you to:

  1. Be relatively objective – divorced from your own preconceived view of the world.
  2. Be open to the importance of applying an evolutionary approach to understanding human behavior (being inclined to ask the big “Why?” questions when studying our own kind – such as “Why was this now-species-typical behavioral pattern adaptive for the ancestors of these complex critters?”).

 

… and, perhaps most importantly, the anthropologist from Mars approach allows a good behavioral scientist to …

 

  1. Drop your value judgments about human behavior and its causes at the door of your lab. I promise that they’ll be there when you’re done with work for the day and are ready to go home! Remember, you’re not really a Martian, you’re human just like the rest of us, after all!

References

Dennett, D. (1996). Darwin’s Dangerous Idea: Evolution and the Meanings of Life. New York: Simon & Schuster (reprint edition).

Nisbett, R. & T. Wilson (1977). Telling more than we can know: Verbal reports on mental processes. Psychological Review, 84, 231-259

Sacks, O. (1996). An anthropologist from Mars: Seven paradoxical tales. New York: Vintage.

 

This Blog is cross-posted at my Psychology Today Blog, Darwin’s Subterranean World

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Cooperators Attract Cooperators, Non-Cooperators are Stuck with Each Other

In catching up on a back-log of articles people have emailed me, I’m absorbing what I think are probably obvious but nonetheless profound implications of a study by Coren Apicella, Frank Marlowe, James Fowler, & Nicholas Christakis that was published as a letter in the January 2012 issue of Nature & summarized in that same issue by Joseph Henrich.  As Henrich states

Through the 1970s and 1980s, many researchers assumed that hunter-gatherers tackle this core dilemma [of avoiding ‘free-riders’] by relying on a combination of kinship and direct reciprocity. By targeting kin on the basis of shared genetic inheritance, cooperators are more likely to deliver benefits to fellow cooperators. Similarly, by reciprocating help with help, unrelated individuals can sustain tit-for-tat cooperation. However, by the twenty-first century it had become clear that although kinship and direct reciprocity can each explain some aspects of human prosociality, many domains of cooperation, ranging from the sharing of meat within bands of hunter-gatherers to territorial defence, cannot be easily accounted for by these models.

Let’s be clear–we’re not talking one model over the other.  We’re talking about a way to explain the residual variance in cooperation. The models previously outlined, according to Henrich, are as follow:

  1. cooperation is sustained by a process of cultural learning and the sanctioning of norm violators, which leads to the continuous reassortment of groups. More cooperative groups tend to endure and expand, whereas less cooperative groups gradually break down.

  2. individuals cooperate competitively, as a means of attracting an inflow of partners who bring benefits

  3. cooperation can be sustained as individuals seek out those with different skills, resources or abilities…assortment based on complementarity rather than similarity.

Apicella & colleagues study investigated the parameters of cooperation among the Hadza, a hunter-gatherer population in Tanzania. They found that the Hadza

  1. do not preferentially pick more cooperative individuals

  2. do not preferentially network with those possessing complementary attributes…as indicated by age, food preferences or various physical measures

What they did find, according to Henrich, is that

there is substantially more variation among the bands, and substantially less variation within them, than would be expected by chance. Despite the fluidity of band membership, it seems that some combination of similarity-based association, social learning and sanctioning establishes differences in cooperative tendencies among different bands.

And in terms of like gravitating to like, the free-rider problem is reduced because, again according to Henrich’s summary,

high contributors associate with other high contributors, and low contributors choose other low contributors.

The implications, according to Apicella et al., are more profound though. Despite dramatic differences between Hadza lifeways & those of modern denizens of Euro-America & other cosmopolitan population centers, there is significant consistency in cooperation behavior, suggesting strong selective forces have molded these traits.  They conclude that “social distance appears to be as important as genetic relatedness and physical proximity in explaining assortativity in cooperation” & that “social networks may thus have contributed to the emergence of cooperation.”  This is possible

if individuals tend to interact with others of the same type (cooperators with cooperators and defectors with defectors).

cooperation can evolve if population structure permits clustering. This feature allows cooperators to increase in the population because they benefit from the public goods provided by fellow cooperators with whom they interact. A key prediction of some evolutionary models is thus that there should be relatively more variance in cooperative behaviour between groups as compared to within groups.

Donations in the public goods game are associated with social network characteristics.

a, A comparison of variance in observed donations with variance in 1,000 simulations in which donations were randomly shuffled between all individuals in the population shows that between-group variance in cooperation is significantly higher than expected, and within-group variance is significantly lower than expected, at the camp level. b, An analysis of cooperative behaviour across all camps shows that correlation in cooperation extends to one degree of separation in the campmate networks and two degrees (to one’s friend’s friends) in the gift networks. Moreover, there is anti-correlation at three degrees of separation in the campmate network, suggesting polarization between cooperators and non-cooperators. c, Correlation in behaviour cannot be explained by cooperators being more likely to form or attract social ties. Instead, subjects with similar levels of giving are significantly more likely to be connected at the dyadic level. d, Finally, several measures of proximity are independently associated with similarity in donations, but social proximity (the inverse of the degree of separation between two people in the network) appears to be just as important as genetic proximity (relatedness) and physical proximity (residence in the same camp) in a multivariate test. (Gift networks are defined only within camps and so are not presented for ‘camp’ and ‘geographic’ proximity in Fig. 2d.) Vertical lines indicate 95% confidence intervals and asterisks indicate estimates with P < 0.05. See the Supplementary Information for details of the models.

Which is what they found.

The authors also introduce us to some fun new jargon that I can see myself annoying readers with in the future:

  • degree distribution = number of social ties
  • transitivity = the likelihood that two of a person’s friends are in turn friends
  • degree assortativity = the tendency of popular people to befriend other popular people
  • homophily = the tendency of similar people to form ties

Assortativity is nothing new if you’ve been paying attention to the “pathogen-driven wedge” & “behavioral immune system” literature, to which these data & conclusions are strongly related.  As the authors point out,

degree assortativity may constrain the spread of pathogens, high transitivity may help reinforce social norms (although it can also reduce the flow of new information), and homophily may facilitate collective action.

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What I Learned in Psychology Class: Making the Connection Between Theory and Human Behavior

As an undergraduate student in psychology at the University of Connecticut years ago, I found the major interesting yet somewhat disjointed. In one class you’d learn some interesting but kind of random facts about human behavior – in a different class, you’d learn about how such-and-such perspective is not supported at all by data – while the class with the professor down the hall an hour later would seem to refute this point. Until I took the course titled, simply, Animal Behavior, taught by Benjamin Sachs (an expert on rat mating behavior, among other things), I couldn’t really see this field as very coherent. Dr. Sachs’ course changed this quickly and dramatically for me.

You see, Dr. Sachs immediately introduced the concept of evolution at the start of class. He showed how evolutionary principles helped shed light on species across the animal kingdom, and across behavioral domains, varying wildly from demonstrations of social status in chickens to mating calls of the coqui frogs in the Caribbean and way more.

As I advanced in my career, some really cool people all around the world started to apply evolutionary principles to humans, starting with the basic idea that species-typical behavioral patterns (in humans, as in all animals) likely served the function of allowing human ancestors to effectively reproduce. Among these pioneers were David Buss, Gordon Gallup, Dave Schmitt, and David Sloan Wilson. I started to read their work about such phenomena as the following:

  • Males across the globe (relative to females) focus on markers of fertility in rating attractiveness of females (Buss et al., 1990)
  • Complex social behaviors such as kissing serve important mate-assessment functions (Hughes, Harrison, & Gallup, 2007)
  • Patterns of human promiscuity vary across human populations as a function of prevailing sex ratios (Schmitt, 2005)
  • Human religions across the globe have universal elements that seem shaped to inhibit selfish behavior and facilitate prosocial behavior within groups (Wilson, 2002)

Evolutionary Psychology 101 187x300 What I Learned in Psychology Class: Making the Connection Between Theory and Human Behavior

At this point, I could see the future of my own scholarly path. Human social behavior can be understood in terms of evolutionary principles – the awesome things I learned in my undergraduate course at UConn in 1990 could help shed extraordinary light on what it means to be human. Got it.

Once I made this connection, my understanding of human psychology became strongly elucidated; human behavioral and psychological patterns are ultimately the result of evolutionary forces, and understanding evolutionary principles can ultimately shed extraordinary light on our understanding of who we are. From this perspective, now that psychologists and other behavioral scientists have a toolkit filled with evolutionary principles, we are no longer in the dark in our attempts to understand human nature. We’ve got the map and the light is turned on. And I think this is awesome.

Evolutionary Psychology 101 is my attempt to describe this growing field – in terms of

a)    the basic ideas that underlie evolutionary psychology

b)    the mountain of research that has been amassed by evolutionary psychologists in the past few decades on all kinds of behavioral domains

c)    the applications of evolutionary psychology to important human social problems, such as education and health

d)    thoughts on the future of this field in the rocky and often-unpredictable world of academia

I hope this book brings about the kind of insight and excitement for this approach to psychology that has helped guide my work over the years. And, along the way, I hope it’s fun to read – enjoy!

References

Buss, D. M. et al. (1990). International preferences in selecting mates: A study of 37 societies. Journal of Cross Cultural Psychology, 21, 5-47.

Geher, G. (2014). Evolutionary Psychology 101. New York: Springer. 

Hughes, S. M., Harrison, M. A. & Gallup, G. G. (2007). Sex differences in romantic kissing among college students: An evolutionary perspective. Evolutionary Psychology, 5, 612-631.

Schmitt, D.P. (2005). Measuring sociosexuality across people and nations: Revisiting the strengths and weaknesses of cross-cultural sex research (Author’s response). Behavioral and Brain Sciences, 28, 297-311.

Wilson, D. S. (2002). Darwin’s Cathedral: Evolution, Religion and the Nature of Society. Chicago: University of Chicago Press.

This post is cross-posted at Sprinboard for Springer Publishing and Psychology Today.

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Baba does Bama

Hip hop evolutionist & playwright Baba Brinkman performed for the Bama ALLELE series last night. He got one of the best turnouts we’ve had, & I think it was one of our better efforts at promoting evolution education.

Baba being interviewed by Wendy Reed for "Discovering Alabama"

Baba being interviewed by Wendy Reed for “Discovering Alabama”

Unlike many of our speakers, Baba was in & out of town, so we had to pack in as many interactions as possible in a short time to maximize our exposure, which I think is key to the synergistic learning this program provides.  Upon arrival in town, he was interviewed on camera for Discovering Alabama, a PBS program that highlight Alabama natural history & has been documenting the ALLELE program for a planned documentary on evolution education in our state.  Having never met Baba before, I was impressed with his eloquence & ability to articulate an informed & sophisticated position on any topic related to evolution, the arts, or culture that interviewer Wendy Reed threw at him.  He is clearly well informed & been around the evolution interviewing block.  She put him on the spot to freestyle based on the theme “communication,” which I caught a snatch of on video.

On our way to dinner, my wife stopped by to retrieve my kids soccer balls that I'd driven off with on their way to practice. Apparently, Baba's mother performed in a circus at one time & he picked up some other performance skills along the way.

On our way to dinner, my wife stopped by to retrieve my kids soccer balls that I’d driven off with on their way to practice. Apparently, Baba’s mother performed in a circus at one time & he picked up some other performance skills along the way.

We then ran over the our student-run radio station 90.7 WVUA-FM for a quick interview with Rich Robinson to promote the show.  We talked about what I hoped Baba’s appearance in the ALLELE program would do to promote evolution education in the community, then Rich also put Baba on the spot to freestyle based on what he had seen on the drive across Alabama from the airport to Tuscaloosa.  I think he was busy talking to the biology doctoral student & postdoc that picked him up & didn’t take in many of the sites (note: there are no sites on that drive), but, even given this hardball (relative to the easy theme of communication), Baba transformed it into a self-conscious referent to what he was doing in the station & squeezed me into it.  I must admit, I was tickled to be referenced in a freestyle rhyme & got the whole thing on video.

All our press efforts seemed to have worked because we had a great turnout.  I’d estimate that over 3/5 of the 500 seat hall was filled, & the response to his performance was equally positive.  On the ALLELE Facebook page event, one student said,

Greg Sikes-Mitchell

This set the bar really high for further ALLELE talks. Such a stupendous show of artistry, science, and pure badassery! I literally feel enlightened from this experience. Roll Darwin Roll!!!

If you haven’t seen any of the numerous videorecordings of his performances online, I encourage you to check them out.  His full Bama performance will be available soon on ALLELE’s iTunesU page for you to check out, but what he does is combine evolutionary evidence, hip hop, & comedy for a tour de force of art-as-science-education.  This was truly our first public event with broad appeal, as evidenced by the number of children faculty members (like me) brought to the show.  Caveat: my 10-year-olds were a little bothered by the long discussion of Wilson & Daly’s “Homicide” & Baba’s cursing [ironically, despite it being a bit of a hip hop trope, Baba curses less than their parents] & left before his piece on sexual selection where he shows slides of zebras screwing & references masturbation, though their mother thinks they would have just thought hilarious–but they loved fist-pumping & shouting “I’m a African!”  You can probably hear us in this video.

Baba Brinkman performing for the ALLELE seriesAnd again, Baba allowed himself to be put on the spot during the Q&A session, challenging the audience to ask him questions that he would then integrate into a freestyle.  The best part of this is when my colleague Leslie Rissler asked him if he could explain why, relative to these graphs from The Equality Trust that show the USA as an outlier in terms of homicide rates & teenage pregnancy, there are also high rates of religiosity relative to socioeconomic disparity.  He answered by poking a little fun at her for implying that religiosity might lead to gun violence & worked it into the freestyle, bedded in his song “Performance, Feedback, Revision.”

Source: Wilkinson & Pickett, The Spirit Level (2009), The Equality Trust

teenage births, from The Equality Trust

Canadian Baba Brinkman does his Canada goose threat impression

Canadian Baba Brinkman does his Canada goose threat impression

...which, Brinkman points out, is the analog to the gangsta rap threat display

…which, Brinkman points out, is the analog to the gangsta rap threat display (Photo by Jagger Lynn)

However, perhaps the best part of any of these events is the one-on-one time between the guests & students & with me (ha!).  On the way to the airport we got to talking about future projects, & he is currently grantwriting to develop a program that measure the educational impact of his theater shows on audiences in regions with poor science education performances or high rates of religious Creationism  & in so doing to specifically engage these latter communities in dialogue as part of a documentary process–a sort of “Rap Guide to Evolution Meets Borat,” as Baba put it.  So I said, ‘Hey, Alabama is full of Creationists & outscored every other state in U.S. state in poor evolution education performance.  We’d love to help you, & our EvoS students would love to help you collect these data & set up shows.  This would be the exact type of outreach we’ve been looking to do.  The students would love it, & the NSF review committees would love it if you used the program as a training opportunity for students.’  And I think he bought it, so hopefully getting involved in that effort & planning a Baba theater tour of the South is something we will soon be getting involved in!

So, stay tuned for Baba does Bama, again, & then some!

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If You can Read This, You are a Darwinian Success Story

As a psychology professor, I do lots of different things in my job. I help students register for classes, I teach classes on this and that, I talk with students about how to achieve their career goals, I conduct research on interesting topics related to human nature, I attend meetings (some of which are long and boring!), and so forth. But the main thing I’m doing in this work is cultivating the minds of young people. You might think of college students as young adults. Or you may think of them as being in the final stage of childhood. Either way, these are people who are at a critical life junction and who are, almost necessarily, uncertain about what the future holds.

One thing I like to instill in my students is this – the truth that they can, within reasonable parameters, achieve anything – that the sky is the limit. I’m pretty tolerant with my students in general, but I have little tolerance for students second guessing themselves – do I belong here? Can I achieve this or that? Can I make it into “grad school?” Can I get a career that will be worthwhile and that will pay the bills?

Yes, yes, yes, yes, and yes. The average student’s GPA in psychology at SUNY New Paltz is over 3.22. My final GPA in college when I graduated in 1992 was, you guessed it, 3.22. Thus, if you’re an average student in our program, you should at least be able to do as well as I have – and while my career has hardly been perfect, it’s certainly not bad. If you have it in you to graduate from our program, then you have it in you to get into some kind of graduate program and certainly to make some kind of positive mark on this world. I’ve seen it over and over – I have no doubt.

As part of this positive approach I take to student development, I, perhaps not surprisingly, look to the work and life of Charles Darwin for inspiration. As David Buss (2003) reminds us in his classic book, The Evolution of Desire, we are all Darwinian success stories. Each and every one of us is the result of millions of generations of ancestors – across various forms of life – who were successful in the evolutionarily crucial domains of survival and reproduction. Relative to the proportion of those who did not become ancestors – who died Darwinian deaths, you’re on a short list!

And on top of this, as Darwin (1859) wrote, “There is grandeur in this view of life.” Think evolutionary perspective is somehow not spiritual? Think again – this perspective connects you and I with not only all other humans, but with all other mammals, birds, butterflies, and flowering plants. And more. If there’s a more beautiful thought out there or an idea that’s more spiritual in nature, it’s beyond my grasp.

In my career, I think I’ve been pretty good at getting students – young adults – to see themselves as capable of all kinds of great things – and armed with the Darwinian perspective (see Geher, 2014), I think there’s good reason for the kind of optimism that I work to bring to my students – and beyond. If you just finished reading this, then you are a Darwinian success story. Now get back to reaching for those stars!

References

Buss, D.M. (2003). The evolution of desire: Strategies of human mating. New York: Basic Books.

Darwin, C. (1859). On the Origin of Species by Means of Natural Selection, or the Preservation of Favoured Races in the Struggle for Life (1st ed.). London: John Murray

Geher, G. (2013). Evolutionary Psychology 101. New York: Springer.

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The Evolutionary Psychology of Little League – Darwin Meets America

In reality, to do the topic of the evolutionary psychology of the Little League experience justice would require a full book – and perhaps a multi-volume series. It’s all in there. Just a sampling of the evolutionarily relevant concepts (see Geher, 2014) that sit at the heart of the Little League experience includes:

  • The motive to succeed in a public forum (“I’m going to get a big hit and everyone will be cheering – maybe they’ll do the wave for me!”)
  • The motive to defend and support your offspring, in spite of any and all situational factors (“My kid was safe at first, and everyone saw it! That ump’s a (*&!*!!!*&*^*&^&^&^**!!)
  • The nature of human families and broader social groups to congregate at culturally specific venues (“I’ll see you and the kids at the game on Sunday!”)
  • The highly competitive nature of humans – for “bragging rights” – resources that, by definition, have no value in direct Darwinian currency (“We won, and you lost!”)

… and more. As an evolutionary psychologist and an involved dad who has become immersed in the Little League baseball experience, I can’t help but to see the entirety of the experience with a Darwinian lens. And while I am not quite up to writing another book right now, I bet I could write a full book on this – and I bet it would be interesting – at least to people interested in both kids’ sports and psychology.

This Fall, along with the help of some really great dads and moms who know the game and who care about the kids – along with about 25 awesome young 9 and 10-year olds, I co-direct our town’s small “Fall Ball minor league.” Our town is rinkydink. There are two teams. I coach one (“The Red Devils” which includes my son, Andrew, who has turned into a great catcher and hitter) and my friend Jason coaches the other (the “black shirt team” which included his son – a highly athletic and bright utility player, who’s done great on the mound, and who got a single-handed triple-play during a game … wowzy!).

There’s a tension working with kids this age in a league like this – and this tension has Darwinian elements. As with nearly anything, there are two schools of thought – that differ almost completely from one another – and there’s a nice place that’s hard to get to, that you might call “the middle ground” – out in deep center field, so to speak.

Two conflicting motives exist – as follows:

  1. As coach, I want each kid to have a great experience, develop skills during the season, and develop a true understanding and passion for the game.

However …

  1. As a coach, I want my team to win. (Note that abrupt punctuation at the end of the prior sentence.)

Well if you know me well as a person, dad, and teacher, you probably wouldn’t be surprised that I’m a little more of “Type A” (i.e., develop each kid positively) kind of coach – let’s encourage and develop each kid to the fullest – and foster a love of the game. Winning, from this default perspective of mine, is something of a nice afterthought. This perspective focuses exclusively on what’s best for each particular kid. However, as I’ve come to learn along the way, advancing a fully Type-A agenda can ultimately come at a cost to the goals of the Type-A agenda itself!

If you don’t follow the Type-B (win at all costs) agenda whatsoever in your coaching strategy, guess what? Some kids start to disengage. I saw that a bit and was surprised. The expressed concerns from these kids generally sound about like this: “I want our team to win – really badly. Losing sucks!” Hmm. To the extent that kids are seeing and feeling like this, then fostering the individuals in a vacuum fails to take into account how optimizing the outlook for the team actually has the capacity to optimize the situation for many of the kids as individuals. You want what’s best for the individual kids? You can’t just look at the personal goals of the individual kids – taking the group goals into account will better allow you, as a coach, to help realize the goals of the individuals. Being part of a coherent team – and one that succeeds, you see, is a crucial goal of any individual human from an evolutionary perspective (see Wilson, 2007) – and a coach who wants to optimize things for each and every kid needs to take this “groupishness and team-ness of humans” into account.

In his ideas on mulit-level selection, David Sloan Wilson (2007) famously showed how two important kinds of pressures have come to shape modern humans – pressures to create qualities that benefit individuals directly and pressures to create a desire to be in a successful group and to help that group reach its goals. This second kind of pressure indirectly helps individuals succeed themselves simply by getting people to be part of successful groups that outcompete other groups for sparse resources (such as bragging rights).

So yeah, as a Little League coach, you’ve got to develop and care for each individual kid – but you also need to keep at least one eye on the win – as being part of a winning team makes anyone experience the following:

  • Increased positive emotional states
  • A belief in the future success of oneself and others in his or her group
  • A belief that he or she is part of a group that includes individuals who will help him or her when needed (i.e., an expectation of teamwork)
  • The ownership of bragging rights – ability to go into other social venues tagged as “a winner” – and the pride that comes along for the ride with this one.

In a groupish species such as ours, steps taken to ultimately benefit the group that one belongs to feed back and benefit the individual in indirect but important ways. Evolutionary forces select for both (a) qualities that benefit individuals and (b) qualities that benefit the group that an individual belongs to. For me, at least, in coaching the formidable Red Devils, finding this particular balance of evolutionary interest is central to our next steps in team development. And with any luck, we may just beat Jason’s team yet along the way!

Sound like an American Story? It is. And yeah, we play in the backyard of a church, there’s a homemade scoreboard donated by a local Eagle Scout (my daughter and her friends are charged with updating the scoreboard), a playground for the little ones adjacent to the field, and an ice cream place that you can walk to after the game – whether you’ve won or lost. It’s a pretty good deal – it is the American Dream – and working with this league has been, and continues to be, just a great experience. As always, win or lose, I’m looking forward to the next game!

References

Geher, G. (2013). Evolutionary Psychology 101. New York: Springer.

Wilson, D. S. (2007). Evolution for everyone. New York: Delacorte Press.

 

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Howard Bloom on the Evolution of Sex

Don’t miss this rare public appearance by world-renowned writer and thinker, Howard Bloom – author of The God Problem, The Lucifer Principle and more (www.howardbloom.net).

WHAT: Sex and the Second Law of Thermodynamics (a talk regarding Bloom’s thoughts on The Evolution of Sexual Reproduction)

WHEN: Wednesday, 10/9; 5:30-8:30pm

WHERE: SUNY at New Paltz; CSB Aud

WHO: Howard Bloom

bloom

Synopsis of this lecture:

At the turn of the 19th century, Sigmund Freud proposed something absurd, his concept of libido, the idea that humankind was driven by sex. Was Freud crazy? Or was he right? Why? And how does our sexual obsession relate to the evolution of the cosmos? How does it relate to two rules that imply that sex should not and can not exist: the principle of least effort and the 2nd law of thermodynamics?

Is sexual selection a least-effort proposition? Is it the most energy-efficient way to a goal? And what goal could that possibly be? Is plant sex, with its extravagant use of the advertising devices we call flowers, maximizing the universe’s entropy? Is the peacock’s tail a sign of a thrifty cosmos? How about your sexual and romantic obsessions as you read this sentence and secretly covet the body of a person ten feet away from you? Do these things hint that the cosmos is very different than the thermodynamics obsessive beliefs? And what does that mean for the way we look at strange things like psychology?

Book signing and reception (FREE FOOD!!) to follow!

Sponsored by EvoS Club, UPA, School of Fine and Performing Arts, Major Connections, and the Honors Program

Join the FB Event Page here.

Bloom’s accolades and background include the following:

Author of: The God Problem: How A Godless Cosmos Creates (“Bloom’s argument will rock your world.” Barbara Ehrenreich).
The Lucifer Principle: A Scientific Expedition Into the Forces of History (“mesmerizing” The Washington Post),
Global Brain: The Evolution of Mass Mind From The Big Bang to the 21st Century (“reassuring and sobering” The New Yorker),
The Genius of the Beast: A Radical Re-Vision of Capitalism (“Impressive, stimulating, and tremendously enjoyable.” James Fallows, National Correspondent, The Atlantic),
Former Core Faculty Member, The Graduate Institute; Recent Visiting Scholar-Graduate Psychology Department, New York University
Founder and Chairman, Space Exploration Asia. Founder: International Paleopsychology Project. Founder, Space Development Steering Committee. Member Of Board Of Governors, National Space Society. Founding Board Member: Epic of Evolution Society. Founding Board Member, The Darwin Project. Founder, The Big Bang Tango Media Lab. Member: New York Academy of Sciences, American Association for the Advancement of Science, American Psychological Society, Academy of Political Science, Human Behavior and Evolution Society, International Society for Human Ethology. Scientific Advisory Board Member, Lifeboat Foundation. Advisory Board Member, The Buffalo Film Festival, Board of Editors, The Journal of Space Philosophy.

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Here are some noteworthy reviews of some of Bloom’s book The God Problem:

“Enthralling. Astonishing. Written with the panache of the Great Blondin turning somersaults on the rope above Niagara. Profound, extraordinarily eclectic, and crazy. The most exciting cliffhanger of a book I can remember reading.” James Burke, creator and host of seven BBC TV series, including Connections

“Truly awesome. Terrific.” Dudley Herschbach, Harvard U, 1986 Nobel Prize in Chemistry

“Bloody hell…What a truly extraordinary book. I’m gob-smacked.” Francis Pryor, President of the Council for British Archaeology, author, Britain BC

Isaac Newton

“Is The God Problem a great book like Darwin’s The Origin Of Species, Lyell’s Principles Of Geology, or Newton’s Principia Mathematica?” Dan Schneider, the man Roger Ebert calls the “ideal critic.”

“Deep, provocative, spectacularly well written…great.” Robert Sapolsky, Stanford U, MacArthur Genius Award winner

“Strong…like a STEAM ROLLER…impressive…great.” Richard Foreman, founder Ontological-Hysteric Theater, MacArthur Genius Award-Winner

“Great literature.” Edgar Mitchell, sixth astronaut on the moon.

“Incandescent…shakes out like shining from shook foil and oozes to a greatness,” George Gilder, author, Wealth and Poverty, winner of the White House Award for Entrepreneurial Excellence

“The greatest f**king book ever written. The ultimate scientific detective story.” Mark Lamonica, winner of the Southern California Booksellers Association Nonfiction Award

Charles Darwin


“Mind-bending.” Charles Siebert, contributing writer, New York Times Sunday Magazine

“Ebullient, enthralling.” Alex Wright, Director of User Experience and Product Research, New York Times, author, Glut: Mastering Information Through the Ages”Utterly extraordinary.” Matt Thorne, winner of the Encore Award, longlisted for the Booker Prize

“Thrilling.” Hector Zenil, Institut d’Histoire et de Philosophie des Sciences et des Technique

“A ‘page-turner’.” Walter Collier Putnam, 30-year Associated Press veteran.

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If you like to THINK BIG, or even if you don’t, please join us for this special event!

 

 

 

 

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Of Epigenetic Aggression & Silver Foxes

Originally posted on the “Biology, Culture, & Evolution” blog of the UA Anthropology Blog Network at http://anthropology.ua.edu/blogs/ant475/2013/09/24/of-epigenetic-aggression-silver-foxes/ .

Epigenetic Mechanisms, Quick &  Dirty Jablonka & Raz (2009) show us this elegant illustration of broad and narrow epigenetic transmission.

Epigenetic inheritance in the broad sense is the inheritance of developmental variations that do not stem from differences in the sequence of DNA…information transference that can take place through developmental interactions between mother and offspring…, through social learning…, and through symbolic communication. We…define cellular epigenetic inheritance as the transmission from mother cell to daughter cell of variations that are not the result of differences in DNA base sequence and/or the present environment.  Transmission can be through chromatin marks, through RNAs, through self-reconstructing three-dimensional structures, and through self-sustaining metabolic loops.

In the single-cell “bottleneck” variety of epigenetic inheritance (pathway a in the above diagram) Jablonka &  Raz focus on…

The environment may induce epigenetic variation by directly affecting the germline or by affecting germ cells through the mediation of the soma, but, in either case, subsequent transmission is through the germline.

Evolutionary Implications According to Jablonka & Raz (2009), there are 5 effects of epigenetic mechanisms & inheritance vis-a-vis evolution:

(i) evolutionary change occurring through selection of epigenetic variants, without involvement of genetic variation; (ii) evolutionary change in which an initial epigenetic modification guides the selection of correlated genetic variations; (iii) evolutionary change stemming from the direct effects of epigenetic variations and epigenetic control mechanisms on the generation of local and systemic epigenomic variations; (iv) evolutionary change resulting from the constraints and affordances that epigenetic inheritance imposes on development; and (v) evolutionary change that leads to new modes of epigenetic inheritance.

Siberian Silver Fox Experiments The Siberian silver fox experiments are so cool, & often cite them as an example of gene linkage.  Honestly, I was just BSing in suggesting that the curly tails, rounded nose, etc. were possibly linked on the same chromosome to tameness & recognized that there might be other factors involved.  Lo & behold, a citation in Jablonka & Raz (2009) pointed us toward epigenetic studies to come out of that body of research.

Cute & cuddly silver foxes

Cute & cuddly silver foxes

It turns out that the coat spotting & non-spotting variation that we associate with domestication occurs too quickly to be pure mutation, though it behaves like a dominant & semi-dominant trait, & couldn’t be explained by inbreeding because the inbreeding coefficient was too low (0.03).  Instead, they believe

the stress of domestication and selection for tameness targeted genes with large effects in the neuro-hormonal system…and may have heritably reactivated some of them…This epigenetic interpretation, in terms of new epimutations rather than new mutations, explains the high rate of appearance and disappearance of some phenotypes, and support for this comes from the fact that at least two of the genes (Agouti and C-kit) that seem to be involved in the changes are known to have heritable epigenetic variants in mice…

One aspect of epigenetics that seems important here is the concept of canalization, introduced by Waddington several decades back (he also introduced the concept of epigenetics in general, which everyone rightly thought was Lamarkian & wrongly ignored–turns out he was on the money).  Roughly, canalization means that some environmental perturbation pushes a phenotype into a canal or valley, whereafter selection pressures prevent the phenotype from returning to its previous state because the “climb” up the sides of the canal or out of the valley are too steep.  Think of a marble on a tabletop that is essentially flat but has a valley to one side of it.  Stochastic chance dictates that the marble can roll any which way, but if it happens to roll toward the valley, it gets stuck there & can only roll further in the valley.  Or as this image illustrates, there are several possible environmental variations possible, but once a phenotype goes one way (plastically), it cannot go back. So it seems to be with the silver foxes.  Once an environmental condition pushes silver foxes (or wolves before them) one way (luring tame ones to their yummy debris & handouts) or another (spooking the nervous ones to run away), a cascade of epigenetic mechanisms pushes them further along.  At that point, according to this model, tame ones cannot become anxious/aggressive & vice versa. While cute silver foxes that you can cuddle with get all the press, the less publicized but equally fascinating is the aggressive foxes that want to rip your face off.

Aggressive domesticated silver fox Courtesy of Lyudmila Trut / Institute of Cytology andGenetics / The Siberian Division of the Russian Academy of Sciences (Source: Dugatkin 2003, http://www.dana.org/news/cerebrum/detail.aspx?id=2922)

Aggressive domesticated silver fox Courtesy of Lyudmila Trut / Institute of Cytology andGenetics / The Siberian Division of the Russian Academy of Sciences (Source: Dugatkin 2003, http://www.dana.org/news/cerebrum/detail.aspx?id=2922)

So what’s going on with these aggressive foxes?  According to Popova (2006), there are at least 16 genes that influence aggression, but most aggression behavior is influenced by just a few of those.  A major player seems to be serotonin (5-HT).  The 5-HT pathway in the brain suppresses aggression.  5-HT is not a gene though, it is a hormone; & genes code for proteins.  So if there’s a gene change, what is/are the gene(s)?  It could be any gene that produces an enzyme involved in the essential mechanisms of the 5-HT system, which include synthesis/degradation, reuptake in the synaptic cleft, & density/sensitivity of receptors (for more background on 5-HT, I’ve written on this before here).  As the figure below illustrates, there are enzymes that catalyze serotonin synthesis (TPH & decarboxylase of aromatic l-amino acids), two enzymes that help break serotonin down (MAO A & B), & an enzyme (SERT) that transports serotonin. There are two TPH genes, & it is the 2nd one (TPH2), expressed in the brain & responsible for the central nervous system, that effects 5-HT & seems to be responsible for aggressive behavior.

Silver foxes displaying friendly responses to human contact were shown to have higher 5-HT and 5-HIAA levels, and higher TPH activity in the midbrain and hypothalamus in comparison to nonselected wild-type silver foxes bred in captivity. Importantly, the changes were found in the midbrain representing the area of main location of TPH2-synthesizing cell bodies.  These findings were interpreted as an indication of an increased activity of the brain 5-HT system in the tame animals and, subsequently, a decreased activity of this system in highly aggressive animals.

MAO A has a higher affinity for 5-HT & is considered the principle enzyme in breaking down serotonin.  When MAO A is disrupted in mice, they get more aggressive.  Deletion of SERT (the transporter that allows 5-HT molecules not taken up by post-synaptic receptors to be recycled & reused) in knockout mice also produces aggressive behavior.  Finally, there are 14 different subtypes of 5-HT post-synaptic receptors.  Genetically low aggression has been associated with increased expression of specific subtypes of these receptors in the midbrain & specific densities & function in specific regions of the brain.  These likely function to suppress aggressive behavior. The figure below depicts this as essentially two pathways, which we can compare analogously to the Jablonka & Raz depiction of the narrow “bottleneck” pathway, albeit via two cells (or genes).  I think. If any one of these mechanisms or either of these pathways influences aggression, they will interact with the environment to mutually reinforce themselves & push the marble down toward the other pathway too.  In other words, if the stress of domestication bumped the marble off the plane, having even only a slightly higher tendency of aggression relative to tameness will result in amplification of the entire aggression pathway, even if the environmental conditions of captivity are thereafter removed (i.e., the animal is released).  What still remains to be clarified is how the initial brain changes occur & the roles of other mechanisms in the system.

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The Evolutionary Psychology of the Zombie Apocalypse

Don’t worry – as a statistician, I put the likelihood of an all-out zombie apocalypse at very very close to zero – seriously, no reason to panic! This said, one of my current students, Paul, just engaged me in a provocative conversation about the evolutionary psychology surrounding the idea of a zombie apocalypse – intriguing enough for me to write a blog on it.

According to Paul, there are lots of folks out there who are preparing for a zombie apocalypse – and, at the very least, lots of normal folks refuse to go to the now-popular-for-some-reason zombie walks, zombie 5Ks, zombie festivals, and so forth. Most attendees often report being “creeped out” by the whole thing (in spite of knowing, in fact, that these events actually include FAKE zombies!).

As to why the zombie meme (i.e., idea or concept) has started to catch on as of late, your guess is as good as mine – but armed with my evolutionary psychology toolbox and my handy dandy PhD, let me put out some thoughts regarding the evolutionary psychology of the zombie apocalypse:

  1. Fear of predators is a basic element of the psychology of nearly all animals (see Geher, 2013). This is why you might get creeped out if you find a large pile of grizzly bear scat in the woods on a hike in Alaska – and why mice generally try to avoid cats – and so on. Just imagine a zombie coming at you. Not only are they predators (yup, they live on human brains – ouch!) – but they apparently cannot die – they are, thus, uber-predators. How could we not have evolved be scared of that!
  2. Across the globe, disgust reactions are similar. Paul Ekman and his colleagues (e.g., Ekman & Keltner, 1997) documented that the facial expressions associated with disgust are fully consistent across varied cultures. In their research, one of the most powerful classes of stimuli that consistently triggered a disgust response pertained to corpses (across various cultures) – and this makes good evolutionary sense. Dead bodies quickly become ensconced with bacteria and other micro-organisms that can bring about disease and that represent hurdles to survival. We evolved to be disgusted by corpses – such a disgust reaction is adaptive. And, you got it, zombies are corpses!
  3. Zombies band together. Seeing one zombie is usually a good predictor that more zombies are en route! The survival-impeding implications of this feature of zombie-ness are obvious. If one zombie elicits fear and disgust (each of which represents a basic evolved human emotional state, btw), then what of 100 zombies? Or 1,000? Or a million!?!?!? Yup – lots of fear and lots of disgust!

Well, the good news is that, to my knowledge, no evidence of the existence of real zombies has ever been documented – so, again, don’t panic! But this said, if an all-out zombie apocalypse ever happens to transcend the odds and take place at some point, make sure that your autonomic nervous system (which controls your fight-or-flight response for stressful situations) is in tip-top shape, and run like the dickens!

And if you have nothing to do on Saturday, October 26 and you find yourself near some of the creepier woods of the Hudson Valley, you should join in the Ulster Corp Service Sprint Zombie 5K – I did it last year, and I’ll tell you what – this thing is creepy as all get-out!

References:

Ekman, P. & Keltner, D. (1997). Universal-Facial-Expressions-Of-Emotion In U. Segerstrale & P. Molnar (Eds.) Nonverbal communication: Where nature meets culture. Pp. 27-46. Mahwah, NJ: Lawrence Erlbaum Associates.

Geher, G. (2013). Evolutionary Psychology 101. New York: Springer.

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This post is cross-posted at my EvoS blog, Building Darwin’s Bridges

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