Evolutionary Studies Seminar – Section 1; spring 2011

Final Exam Questions

For the Final Exam, you’ll be presented with a subset of the questions included here. Of the list presented on the exam, you’ll be asked to choose to write three. You are encouraged to work on drafts ahead of time – or to develop questions about these essays ahead of time – and see me (GG) or one of our course assistants (Ashley or Mandy) to go over your work ahead of time. We’ll hold office hours up until the final exam.

1. Describe the concepts of “reproductive success,” “adaptation,” “natural selection,” and “sexual selection.” Next, provide an example of natural selection as well as an example of sexual selection. Your examples can come from Dawkins’ book or other sources from this semester.

2. Describe a major misconception of evolution that Dawkins' outlines in his book and address, in a specific manner, how data of some sort have been used to point out the erroneous reasoning of the misconception.

3. Creationists often criticize evolution because of 'missing links' due to the medieval principle, the Great Chain of Being. Further, vis a vis this concept, one species is sometimes said to be higher than another (e.g., A monkey is higher than an earthworm). Explain what the Great Chain of Being is, what can be meant when someone says one species is higher than another. Additionally, explain how evolutionary theory would criticize the notion of the Great Chain of Being.

4. Explain Miller's (2000) theory that advanced human mental abilities function as fitness indicators. Define what fitness indicators are and discuss at least three characteristics they tend to possess across classes of biological phenomena.

6. In his paper, Geher (2006) discusses how Evolutionary Psychology is sometimes mis-characterized as being eugenicist in nature. Describe what it means to refer to EP as “eugenicist” – then describe three specific ways in which EP differs from eugenics.

7. Describe inclusive fitness and how this concept relates to issues of kinship. Next, address how this concept may explain other-oriented behavior from an evolutionary perspective.

8. Wilson, Geher, and Waldo (2009) discuss the first two EvoS programs formed at BinghamtonUniversity, as well as our own SUNY New Paltz. Describe the basic goals of the EvoS program. Outline at least one the problems with higher education that, according to the authors, led to the need for an EvoS program. Finally, describe two of the suggestions that the authors provide for someone who wishes to start an EvoS program at their institution, and describe some of the potential obstacles someone might encounter in the process.

9. In Ingalls’ (2010) article, the sex differences in the way in which the authors of children’s fantasy literature characterize a hero were examined. Describe some of the gender differences that Ingalls found in her sample of fictional heroes that female and male authors created. Explain the evolutionary significance of these gender differences in terms of parental investment theory. Finally, address how this research provides an example of how evolution can elucidate products of human culture.

10. Reiber (2010) examines the role of evolution in women’s reproductive health, including a novel theory of menopause in humans. Describe Reiber’s theory of menopause – along with the existing “grandmothering” theory of menopause. In your response, address how Reiber draws on evidence for cross-species evidence for menopause – and how Reiber’s theory focuses on “gamete-level” selection.

11.Wakefield (1992) argues that the definition of a disorder provided by the DSM-III-R should be revaluated. In his approach, he suggests that the concept of “harmful dysfunction” be more underscored in DSM conceptions of disorder. Describe what is meant by “harmful dysfunction” and address how Wakefield’s approach is partly informed by evolutionary principles.

12) Gallup and Frederick (2010) examine how attractive traits may signal important information about health and reproductive viability. Describe some of the fitness indicators associated withthree of the following five traits: 1) attractive faces, 2) waist-to-hip ratios, 3) shoulder-to-hip ratios, 4) skin quality, 5) voice attractiveness. Next, describe ONE gender difference the authors describe in kissing behavior, and relate this to what we know about the differential reproductive strategies of males and females. Finally, distinguish between honest and dishonest signals, and provide an example for each.

13. Reinking et al. (2005) suggests the role of the nuclear receptor E75 as a heme sensor. Describe the basic role of nuclear receptors in cell functioning. Next, address how Reinking’s research represents “cross-species” research – and, finally, address how such research at the molecular level is highly informed by an evolutionary approach to biology.

14. Heywood (in press) combines literature and science to investigate the culture of sports, with particular focus on anorexia athletica. Therein, she describes several basic psychological processes thought to be rooted in our evolutionary past – including the “seeking system.” Describe the basic functions of the SeekingSystem and how it relates to the nature of athletics from an evolutionary perspective. Describe anorexia athletica and the associated role of shame that are addressed in Heywood’s work. Finally, address how reconceptualizing the role of sport in ways that are evolutionarily natural for humans may hold a key to addressing this form of anorexia on a large scale.

15. Bingham and Souza (2010) argue that the ability of humans to inflict harm or death on conspecifics – from a distance (or remotely) – holds the key to human uniqueness. Describe the crux of this theory – and give examples of how this basic ability may have led to specific evolutionary steps regarding the inclusion of non-kin in one’s group. Finally, address how this perspective portrays an ironic role of weapons in shaping human altruism.