Fines y estructura de la Ley

1(2), 111-140. Retrieved from

http://www.sciencedirect.com/science/article/pii/0162309580900035.

doi:10.1016/0162-3095(80)90003-5

Abstract: Assortative mating in human and other animal species is reviewed. Assortive mating is most often positive (between individuals sharing phenotypic similarity), occurs on a variety of normal and abnormal traits, strengthens the mating bond, and increases fertility. These results can best be understood if it is assumed that natural selection operates to increase genetic homology between mates and between parents and off-spring. The outcome of selection for positive assortment is to increase the genetic relatedness among family members, thus facilitating communication and altruism and increasing inclusive fitness without an additional reproductive effort. The opposing evolutionary vector is to restrict excessive homozygosity and consequent inbreeding depression by minimizing matings between individuals of greatest similarity (e.g., members of nuclear families). The result of these opposing evolutionary vectors is a negative relationship between the degree of positive assortative mating and heritability (h2): individuals gravitate toward those of similar but not identical phenotypic (and genetic) similarity. Individuals may assess their own and their potential mates' homozygosity and mate so as to maximize genetic homogamy and still avoid excessive inbreeding. Early imprinting and learning within the family unit act as the

proximate mechanisms to establish the criteria for optimal mate selection. Predictions that follow from this model are advanced, and several problems are discussed. Laboratory and field work with animals will be especially valuable in advancing our understanding of assortative mating.

Notes: An early discussion of assortative mating and how it is balanced against the negative effects of homozygosity. Relates to evolutionary psychology.

325.

Thornton, J. E. (2003). Life-span learning: A developmental perspective.

International Journal of Aging & Human Development, 57(1), 55-76.

Article. Retrieved from <Go to ISI>://WOS:000188883700004

Abstract: The article discusses learning as embedded processes of development and aging, and as social activity over the life course. The concept of life-span learning is proposed and outlined to discuss these processes as aspects of and propositions in life-span development and aging theory. Life-span learning processes arise and continuously develop in a

dynamically complex body, brain, and the mind they support as essential features of development and aging over the life course. Life-span learning processes are established by evolutionary adaptive mechanisms, enriched by challenging environments, and continuously developed in supportive social structures. These ideas are derived from evolutionary biology and psychology, the cognitive sciences, life-span development and aging research, and adult development and learning studies. It is argued that life-span learning activities that challenge the body-mind-brain nexus are indispensable to optimize individual development and aging. Three global interventions and their strategies are discussed that enhance life-span learning: Learning to Learn, Learning for Growth, and Learning for Well-being.

Notes: Suggests that life-time learning approaches are evolutionarily adaptive processes that potentially can enhance well-being. Relates to well-being and personhood.

326.

Tomasello, M. & Herrmann, E. (2010). Ape and human cognition:

What's the difference? Current Directions in Psychological Science, 19(1),

3-8. Retrieved from http://cdp.sagepub.com/content/19/1/3.abstract.

doi:10.1177/0963721409359300

Abstract: Humans share the vast majority of their cognitive skills with other great apes. In addition, however, humans have also evolved a unique suite of cognitive skills and motivations—collectively referred to as shared intentionality—for living collaboratively, learning socially, and exchanging information in cultural groups.

Notes: A useful overview of research on the cognitive skills associated with shared intentionality. Relates to evolutionary psychology and personhood.

327.

Tomasello, M. ; Melis, A. P. ; Tennie, C. ; Wyman, E. & Herrmann, E.

(2012). Two key steps in the evolution of human cooperation: The

interdependence hypothesis. Current Anthropology, 53(6), 673-692.

Article. Retrieved from <Go to ISI>://WOS:000311721200001.

doi:10.1086/668207

Abstract: Modern theories of the evolution of human cooperation focus mainly on altruism. In contrast, we propose that humans' species-unique forms of cooperation-as well as their species-unique forms of cognition, communication, and social life-all derive from mutualistic collaboration (with social selection against cheaters). In a first step, humans became obligate collaborative foragers such that individuals were interdependent with one another and so had a direct interest in the well-being of their partners. In this context, they evolved new skills and motivations for collaboration not possessed by other great apes (joint

intentionality), and they helped their potential partners (and avoided cheaters). In a second step, these new collaborative skills and motivations were scaled up to group life in general, as modern humans faced competition from other groups. As part of this new group-

mindedness, they created cultural conventions, norms, and institutions (all characterized by collective intentionality), with knowledge of a specific set of these marking individuals as members of a particular cultural group. Human cognition and sociality thus became ever more collaborative and altruistic as human individuals became ever more interdependent.

Notes: A significant evolutionary theory of the development of full, collective shared intentionality that is not based primarily on altruism but on interdependent collaboration. Relates to evolutionary psychology and personhood and has implications for well-being.

328.

Tooby, J. & Cosmides, L. (1990). The past explains the present: