Constraints, Catalysts and Coevolution in Cultural Neuroscience: Reply to Commentaries.
Constraints, Catalysts and Coevolution in Cultural Neuroscience: Reply to Commentaries.
复制标题
DOI:
10.1080/1047840x.2013.773599
复制
发表时间:
2013
影响因子:
9.3
通讯作者:
Chiao JY
中科院分区:
文献类型:
--
作者:
Cheon BK;Mrazek AJ;Pornpattananangkul N;Blizinsky KD;Chiao JY
In 1906, Ramon y Cajal described the brain as “a world consisting of a number of unexplored continents and great stretches of unknown territory”(Santiago, 1920). Nearly a century later, human neuroscience researchers have sought to map the structural and functional features of the brain, much as Magellen in 1520 circumnavigated the globe discovering for the first time great stretches of ocean and land that compose our physical world. Yet many opportunities and challenges in cultural neuroscience make much of this contemporary scientific journey ongoing and perpetual. For instance, scientific models depend on identifying and discovering evidence for causal mechanisms—such as how genetic and experiential factors constrain and evoke neural development within and across generations; yet the technology or access to technology for testing causal mechanisms in gene, brain, or behavior remains limited. Novel biological theories such as culture-gene coevolutionary theory provide a fresh lens for contemporary psychologists and neuroscientists to view the human mind and brain as a by-product not only of gene–environment interactions but also of human culture.What is human culture? The notion of human diversity has compelled intellectual inquiry for centuries and at the nexus of anthropology and psychology, scholars agree that at minimum, culture refers the sets of values, practices, and beliefs that define groups and people within and across geography. Culture is both created and transmitted by human behavior; as such culture–gene coevolutionary theory argues that cultural traits, like genetic traits, can be selected on by evolutionary forces. Furthermore, when culture is created, this niche construction can alter environmental factors or pressures that interact with genetic mechanisms in the production of psychological and biological