PSYC364 EVOLUTIONARY PSYCHOBIOLOGY Module outline

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Staff: Dr Paul Kenyon

Representative content::

This table contains links to material that is relevant to the module

PSY364 Evolutionary Psychobiology support materials

By the end of the module students should appreciate that a synthesis of the insights offered by psychobiology and evolutionary psychology may provide us with a set of logically independent, but mutually consistent, set of explanations for a range of human behaviours. The module will be guided by Tinbergen’s suggestion that studying behaviour involves seeking answers to four separate questions: How has it evolved and developed , what causes it, and what is its function ?

Teaching format:

Brief weekly lectures which give an overview of various topics are followed by time for student-led seminars based on recommended readings and associated reading guides linked to each topic. The aim of these seminars is to discuss, summarize, and draw implications from the readings. Participation in student-led seminars is voluntary, but you are encouraged to debate issues with your peers before tackling the assessment. The vast majority of the learning / study materials used in this module are available online in order to avoid problems caused by large numbers of students trying to use hard copy materials in the library.

Student Feedback

"The evolutionary psychology module was initially chosen on the basis that it appeared the most straightforward and therefore one of the easiest of the listed choices to write about. The first lecture quickly dispelled this idea. Far from being straightforward, it involved a great deal of research, discussion and consideration, but has proved to be one the most interesting areas of psychology considered to date" (student took module in 2003)

Feedback on student essays

Feedback on 'work-in-progress' submitted by students will be given in weekly workshops.

Artefact - human brain

Artefact - human brain 2

 

Method of assessment:

One 3,000 essay. Please type your essay using double-line spacing.

Essay titles:

I have provided a long list of essay titles for you to consider. I encourage you to think long and hard before writing your essay. At all costs avoid 'cutting and pasting' sections from existing texts / articles. This is plagiarism and I have a fairly good knowledge of the existing literature - so beware!

Here are several examples of material that you might collect and utilize in your essay.

The following letter was published in The Independent on Saturday 11th January 2003 against a background of increasing concern about gun related crime in the UK:

"Earning respect"

Sir:
Blaming the rise of "gun culture" on popular music appears to be clutching at straws. Rap music has a number of themes which can be traced to a desire for status and respect. In the past such status was "earned" through the wearing of large gold chains and driving around in prestige cars; now such icons compete with designer clothes, expensive drugs and high-maintenance partners.

The need for "respect" continues but until men are measured by their character rather than what they possess, the "hard end" of acquisition culture will continue.

"The real solution is for women to value honour, dedication and commitment rather than what they can acquire from men in the short term. Only such pressure will change the behaviour of the young urban male. To encourage women to look for personal qualities which make for a long-lasting relationship will also go a long way to reducing the number of one-parent families and provide some sort of future for our inner cities."
Robert Morley, Newquay, Cornwall.

You might comment on this letter by drawing from the literature on long and short term mating strategies in men and women, as well as the role of intrasexual selection and mate choice in sexual selection.

Other recent topics in the news include:

  • traffic congestion in inner cities
  • recycling domestic waste

How do these topics relate to psychological research into altruism and co-operative behaviour?


Genetic engineering, the human genome project and eugenics in the 21st century

The following section is based on a newspaper article by Connor (2003) "James Watson Nobel Prize Winner. Welcome to the Watson Wonderland: DNA genius still ruffles feathers 50 years after extraordinary discovery". The Independent, Monday 3rd February, 2003 , p 11.

In an interview to mark the 50th anniversary of his co-discovery of DNA with Francis Crick, the 75 year old Nobel prize-winner James Watson, who is now president of the prestigious Cold Spring Harbor Laboratory in New York, added to his reputation for holding outrageous and politically incorrect views by making the following comments on eugenics:

  • "I always draw a laugh when I say that everyone knows the Irish need improvement:
  • "You know, the only people who say that stupid people don't exist are people who are not stupid. We know that if we go to homeless people there is an underclass with a very strong mental disease component. Those people can't pull themselves together, the brain just won't allow it. So it is not that they are weak in character, they are seriously unequal."
  • People in first-class universities may have brains that work more efficiently than people who aren't there and if you could help someone, wouldn't that be nice."
  • "It's almost impossible to study the genetics of intelligence either in the US or the UK because it is socially contentious. You can say that the net effect is that it helps to perpetuate a system where people are dumb."

Connor notes that the study of genetics is fraught with difficulty because it is linked with the eugenics movement of the 1920s and 1930s that led Hitler's concentration camps. In response Watson argues:

  • "Should Hitler harm us for the next 200 years by saying that we cannot do genetics? People say to me that 'you are acting like Hitler'. People have accused me of being a Nazi just because I won't accept raw evolution, because I wanted to filter it a little and try to improve the quality of life.... We can say that we want to improve human beings genetically but we don't want to do it by the ways that were attempted in the past."
  • Referring to the Human Genome Project, Watson comments "The book of the DNA sequence would in time be regarded as more relevant to human life than the Bible. It tells us who we are, I've never read the Bible, so I'm not sure I've missed much."

You could comment on this article in the light of the impact of eugenics on the controversy generated by the rise of evolutionary psychology see Evolutionary Psychology under attack


Here are some examples of works of art that could be included in your portfolio of artifacts for comment.

'Imagine' by John Lennon

lennon.gif (2916 bytes)Write a "Dear John" letter giving your reactions to these lyrics by John Lennon from the perspective of any insights into human behaviour provided by evolutionary psychology

 

"Imagine there's no heaven,
It's easy if you try,
No hell below us,
Above us only sky,
Imagine all the people
living for today...

Imagine there's no countries,
It isn't hard to do,
Nothing to kill or die for,
No religion too,
Imagine all the people
living life in peace...

Imagine no possessions,
I wonder if you can,
No need for greed or hunger,
A brotherhood of man,
Imagine all the people
Sharing all the world...

You may say I'm a dreamer,
but I'm not the only one,
I hope some day you'll join us,
And the world will live as one."

Written by: John Lennon

monet-picnic.jpg (10814 bytes)Edouard Manet's painting Le Déjeuner sur l’herbe or Luncheon on the Grass

This famous painting provoked criticism when it was exhibited in 1863 and seems to have defied explanation ever since. Can psychology shed any light on the meaning of this painting?

darwin-ape.jpg (33146 bytes)What does this cartoon of Darwin tell us about popular views on the relationship between humans and other animals?


Here are some more conventional essay titles:

Ways of thinking about essay questions

Tinbergen's suggests that 'why' questions about a particular behaviour involve tackling four separate questions:

For example, consider the question "Why do birds sing?"

Four answers to the question given in response to Tinbergen's four questions
  1. To attract mates to breed.
  2. Increasing day-length changes hormone levels
  3. Birds have learnt to sing from their neighbours.
  4. Bird song has evolved from simpler songs in ancestral bird species.
  1. What is the survival value or function of a behaviour?
  2. What is the cause(s) of a behaviour?
  3. What is the development of a behaviour?
  4. What is the evolutionary history of a behaviour?

 

Thus an apparently simple 'Why' question should tackle the four subsidiary questions posed by Tinbergen. Another way of thinking about why questions is to consider them as points on a species' journey through time, from the distant past into the future.

4_questions_diagram.gif (22910 bytes)
  • The evolution question: How has a behaviour evolved in the species? Is it shown by closely related species?
  • The development question: How does a behaviour develop during the individual's lifetime? Does the individual learn the behaviour? Does s(he) practice the behaviour? Is the behaviour performed perfectly the first time it is performed?
  • The cause question: What causes the particular behaviour? Are there internal factors (e.g. hormones) that influence the behaviour?
  • The function question: Why is the behaviour performed in a particular way? How do the behaviour contribute to the reproductive success of the individual, and ultimately the survival of the species?

Indicative reading:


Feedback

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Last updated 17/02/2005
Copyright Dr. C.A.P. Kenyon 2002