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Beyond the Evolution Versus Learning Fallacy
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DOI：10.1037/amp0001537.png)
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Abstract
En 中文
The behavioral sciences have made a great deal of progress over the last century. They remain stymied, however, by the persistence of the fallacious evolved vs. learned dichotomy, in which researchers and students are encouraged to think of evolution and learning as contrasting, conflicting explanations for behavior. This article shows why the evolved versus learned dichotomy is false, suggests a more accurate replacement in the form of evolved learning mechanisms, and illustrates how a deeper understanding of the relation between evolution and learning improves our understanding of key psychological phenomena and removes barriers to progress in the behavioral sciences. The article does not rely on the generic and often-underspecified claim that many behaviors involve both evolution and learning, but instead offers a fine-grained look at the specific, concrete ways that evolution and learning are best conceptualized as explanatory partners rather than competitors. This analysis suggests that a better understanding of the relation between evolution and learning dissolves the false dichotomy in a concrete and substantive way, clearing a path for greater progress and fewer wasted resources in the behavioral sciences.
Keywords:
evolution
learning
levels of analysis
theory
psychology