The Seven Sins of Evolutionary Psychology - Konrad Lorenz Institute

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Shulamith KreitlerBeliefs about SelfBeliefs about NormsBeliefs about GoalsGeneral BeliefsFigure 2: The Behavioral Intent.BehavioralIntentis neutral, a cluster of beliefs is formed (‘CO cluster’)orienting toward a particular act. It generates a unifiedtendency orienting toward the performance ofan action, which is called behavioral intent, and canbe considered as a vector representing the motivationaldisposition towards a given behavior (see Figure2).In many cases the process of forming a CO clusteris greatly reduced because there exist in memory almostcomplete CO clusters, formed on the basis ofpast recurrences of behaviors in similar situations.The meanings of the input allow for retrieving suchalmost-complete CO clusters and adapting them tothe present situation by the addition or transformationof a few beliefs. In other cases, when there arenot enough beliefs orienting toward the course ofaction in at least two belief types, no CO cluster willbe formed. The process will discontinue, especiallyif there are no personally relevant beliefs in the cluster.Similarly, when there is a paucity of beliefs of acertain type, an incomplete CO cluster will beformed which cannot be acted upon but may be discardedor stored for possible use in another situation.Another resulting possibility is the occurrence ofconflict (‘intent conflict’) when two CO clusters andconsequently two behavioral intents are formed.Another intriguing possibility consists in the formationof an inoperable cluster due to the inclusion of‘as if’ beliefs in one or more belief types. If, for example,the ‘as if’ beliefs come to replace other beliefs inthe beliefs about self and general beliefs, we may geta CO cluster orienting toward virtual action such asdaydreaming.The fourth stage is initiated by the formation of thebehavioral intent, and is focused on the question“how will I do it?” The answer is in the form of abehavioral program, namely, a hierarchically structuredsequence of instructions governing the performanceof the act, including both the more generalstrategy (‘program scheme’) as well as the more specifictactics (‘operational program’). Previouslyformed habits are major components embedded inthe programs. An important role is attributed to thebehavioral intent at this phase. It guides the selection,retrieval, modification and sometimes constructionof behavioral programs, and serves as aframe of reference for supervising program executionand evaluating outcomes.Different programs are involved in executing anovert molar act, a cognitive act, an emotional response,a daydreamed act, conflict resolution, etc.There appear to be four basic kinds of programs: (a)Innately determined programs, which are involvedprimarily in the output on the submolar level, e.g.,those controlling reflexes or classically conditionedresponses; (b) Programs that are partly innate andpartly acquired by learning, e.g., those controllinginstincts (as described by LORENZ 1965, or TINBERGEN1951), behaviors corresponding to defense mechanisms,and language behavior; (c) Programs acquiredthrough learning, e.g., those controlling culturallyshaped behaviors (running elections, etc.),or personal habits (e.g., forms of relaxing, makingfriends, arranging one’s cupboard); and (d) Programsconstructed by the individual ad hoc, in linewith situational requirements, often using existingprogram schemes, including plans for plan construction.Implementing a behavioral intent by a programrequires selecting and retrieving a program, and oftenadapting it to prevailing circumstances. A ‘programconflict’ may occur between two equally adequateprograms or between one that is about to beenacted while another is still in operation.The retrieval, adaptation and execution of theprogram, as well as determination of the end-pointin view of the behavioral intent also require cognitivecontrol.Major Advantages of the CO TheoryThe major cited advantages will be considered fromthe perspective of the human level, the level forwhich the theory was originally developed and inwhich it was primarily applied. The advantages arepartly applied and partly theoretical.The major advantage from the applied viewpointis that the CO theory enables predictions of behaviorsand changes in behavior by using systematicprocedures.Evolution and Cognition ❘ 86 ❘ 2001, Vol. 7, No. 1
An Evolutionary Perspective on Cognitive OrientationInput notidentifiedActionrequiredInputWhat isthe Input?MeaningactionWhatdoes it meanfor me?Whataction?4 types of beliefs:Cog. orientationclusterBehaviorialIntentHowto performaction?BehavioralprogramInputInputidentified Reflex, dealt withConditioned ExitResponse, etc.Input identifiedfor molaractionInput notdealt withInput not requiredExitBehaviorFigure 3: A Schematic Flow-Chart of the CO ModelA large body of research demonstrates the predictivepower of the CO theory in a variety of domains,e.g., coming on time, reactions to success and failure,curiosity, achievement, studying mathematics,planning, assertiveness, conformity, cheating, overeating,breast-feeding, cessation of smoking, self-disclosure,rigidity, defensive responses, undergoingtests for the early detection of breast cancer, sexualresponses, compliance in diabetes patients etc. Allstudies refer to actual observed behaviors. The participantswere adults, adolescents, children, retardedindividuals, schizophrenics, individuals with differentphysical disorders, etc. (KREITLER/CHAITCHIK/KRE-ITLER/WEISSLER 1994; KREITLER/CHEMERINSKI 1988;KREITLER/KREITLER 1976, 1982, 1988, 1991a, 1993,1994a, 1994b; KREITLER/NUSSBAUM 1998; KREITLER/SCHWARTZ/KREITLER 1987; KREITLER/SHAHAR 1976; LO-BEL 1982, NURYMBERG/KREITLER/WEISSLER 1996; TIP-TON/RIEBSAME 1987; WESTHOFF/HALBACH-SUAREZ1989).All studies confirmed the hypothesis that behaviorwould occur if it was supported by at least threeThemes1)2)3):n)BeliefsaboutSelfBeliefsaboutNormsBeliefsaboutGoalsFigure 4: The Predictive Matrix of Beliefs.GeneralBeliefsbelief types and a behavioral program was available.The success of the predictions is based on applyingthe special standardized procedure developed in theframework of the CO theory (KREITLER/KREITLER1982; in press). The procedure consists in assessingthe motivational disposition for the behavior (viz.behavioral intent) by means of a CO questionnaireand examining the availability of a behavioral programfor implementing the intent. A CO questionnaireassesses the degree to which the participantagrees to relevant beliefs orienting toward the behaviorin question or rejects those that do not orienttoward it. The beliefs differ in contents and form. Incontents they refer to themes which represent meaningsunderlying the behavior in question (called‘themes’). In form they refer to the four types of beliefs,namely, beliefs about goals, beliefs about rulesand standards (or norms), beliefs about the self, andbeliefs about others and reality (called general beliefs).Thus, a CO questionnaire mirrors the predictionmatrix (see Figure 4). It usually consists of fourparts presented together in random order, each representingone of the four types of beliefs and containingin random order beliefs referring to the differentthemes. The participant is requested to checkon a 4-point scale the degree to which each beliefseems to him/her true (or correct).The themes of the CO questionnaire are identifiedby means of a standard procedure applied to pretestparticipants who are known to manifest the behaviorin question or not. The procedure consists in interviewingthe participants about the meanings ofthe key terms and then in turn sequentially abouttheir responses concerning the meanings (see Figure5 for a schematic representation of the procedure).Repeating the questions about meanings leads todeeper-layer meanings, out of which those that recurin at least 50% of the interviewees are selected for theEvolution and Cognition ❘ 87 ❘ 2001, Vol. 7, No. 1
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ContentsEvolutionary Psychology: An
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A Synopsis of “The Sevens Sins of
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A Synopsis of “The Sevens Sins of
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Minding the Brainon the basis of re
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Minding the Brainamong bona fide et
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Minding the Brainin their language
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Minding the BrainReferencesBateson,
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“La plus ça change…”simple c
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Linda MealeyReferencesAlcock, J. (1
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Carlos StegmannComments on Jaak Pan
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Carlos Stegmanntive mechanisms. Mos
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Carlos StegmannReferencesCarnap, R.
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Russell Gardner, Jr.these subcortic
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Russell Gardner, Jr.The enormous sw
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Russell Gardner, Jr.ReferencesBakke
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Gerhard Meisenbergmodular systems a
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Gerhard Meisenbergstraight into the
Page 36 and 37: Gerhard Meisenbergcan assume new fu
Page 38 and 39: Gerhard MeisenbergNishimura, H./Has
Page 40 and 41: Ian Pitchfordother biological resou
Page 42 and 43: Ian Pitchfordappreciation that the
Page 44 and 45: Ian Pitchfordin developmental psych
Page 46 and 47: Scott AtranThe Case for Modularity:
Page 48 and 49: Scott Atranvant domain. For example
Page 50 and 51: Scott Atranpalm lines. From the fac
Page 52 and 53: Scott Atrangroups of species: snake
Page 54 and 55: Scott AtranLittle by little, biolog
Page 56 and 57: Jaak Panksepp and Jules B. Panksepp
Page 82 and 83: Shulamith Kreitlertion—he said on
Page 84 and 85: Shulamith Kreitlercognitive process
Page 88 and 89: Shulamith KreitlerInterpersonally-s
Page 90 and 91: Shulamith Kreitlercreased complexit
Page 92 and 93: Shulamith Kreitlerof plasticity. At
Page 94 and 95: Shulamith Kreitlerdevelopmental lev
Page 96 and 97: Shulamith KreitlerKreitler, S./Chem
Page 98 and 99: Chris MacDonaldEvolutionary EthicsV
Page 100 and 101: Chris MacDonaldand… the goods of
Page 102 and 103: Chris MacDonaldMexyzYoux y z0 1 30
Page 104 and 105: Chris MacDonaldmore generally) come
Page 106 and 107: Zusammenfassungen der Artikelin deu
Page 108 and 109: Zusammenfassungen der Artikel in de
Page 110 and 111: Zusammenfassungen der Artikel in de
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