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Experimental evolutionary simulations of learning, memory and life history
Thomas J H Morgan1,2, Jordan W Suchow3, Thomas L Griffiths3
1School of Human Evolution and Social Change, Arizona State University, 900 S. Cady Mall, Tempe, AZ 85287, USA.
Summary
Human traits like cognition and life history coevolved, supported by learning, memory, and childhood. However, rapid environmental change dampened this evolutionary process.
Area of Science:
- Human evolution
- Cognitive science
- Behavioral ecology
Background:
- Human evolution is characterized by unique traits in cognition, life history, demographics, and distribution.
- Theories suggest these traits coevolved, but a gap exists between theoretical models and empirical reality due to assumptions about the human mind.
Purpose of the Study:
- To explore the coevolution of learning, memory, and childhood in humans.
- To bridge the gap between evolutionary theory and empirical observation by integrating human participants into simulations.
Main Methods:
- Employed 'experimental evolutionary simulations' where human participants acted as agents.
- Combined theoretical modeling with experimental approaches to study evolutionary dynamics.
Main Results:
- Human behavior demonstrated support for the coevolution of learning, memory, and childhood.
- The rate of environmental change significantly influenced the coevolutionary process, with rapid changes dampening the effects.
Conclusions:
- Findings support theories of human coevolution, highlighting the interplay of learning, memory, and childhood.
- Experimental evolutionary simulations offer a valuable tool for studying human evolution and reducing the gap between theory and reality.
- Rapid environmental change poses a challenge to the coevolutionary processes shaping human traits.
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