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  1. Review article – a system for analysing features in studies integrating ecology, development, and evolution.J. R. Stone & B. K. Hall - 2006 - Biology and Philosophy 21 (1):25-40.
    Ecology is being introduced to Evolutionary Developmental Biology to enhance organism-, population-, species-, and higher-taxon-level studies. This exciting, bourgeoning troika will revolutionise how investigators consider relationships among environment, ontogeny, and phylogeny. Features are studied (and even defined) differently in ecology, development, and evolution. Form is central to development and evolution but peripheral to ecology. Congruence (i.e., homology) is applied at different hierarchical levels in the three disciplines. Function is central to ecology but peripheral to development. Herein, the supercategories form (‘isomorphic’ (...)
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  • DNA Dispose, but Subjects Decide. Learning and the Extended Synthesis.Markus Lindholm - 2015 - Biosemiotics 8 (3):443-461.
    Adaptation by means of natural selection depends on the ability of populations to maintain variation in heritable traits. According to the Modern Synthesis this variation is sustained by mutations and genetic drift. Epigenetics, evodevo, niche construction and cultural factors have more recently been shown to contribute to heritable variation, however, leading an increasing number of biologists to call for an extended view of speciation and evolution. An additional common feature across the animal kingdom is learning, defined as the ability to (...)
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  • Between Social and Biological Heredity: Cope and Baldwin on Evolution, Inheritance, and Mind.David Ceccarelli - 2019 - Journal of the History of Biology 52 (1):161-194.
    In the years of the post-Darwinian debate, many American naturalists invoked the name of Lamarck to signal their belief in a purposive and anti-Darwinian view of evolution. Yet Weismann’s theory of germ-plasm continuity undermined the shared tenet of the neo-Lamarckian theories as well as the idea of the interchangeability between biological and social heredity. Edward Drinker Cope, the leader of the so-called “American School,” defended his neo-Lamarckian philosophy against every attempt to redefine the relationship between behavior, development, and heredity beyond (...)
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