3. EVOLUTIONARY PSYCHOLOGY

The most important conclusions are exposed in the section corresponding to the  EDI study, refer fundamentally to evolutionary psychology and are the following:

The intuitive vision of the brain's functions and cognitive psychology aspects is difficult to summarize because we exposed in such a schematic way. The index could be a good summary of concepts of evolutionary psychology.

Nonetheless, we would like to stress the following comments on evolutionary psychology.

 
 

3.a) General psychology

  • We hope that the description of how intelligence and memory operate helps to understand better ourselves and the people that surround us.

  • Cognitive psychology helps us being somewhat more conscious of our limits and to be more prudent in the fixation of individual objectives.

  • The different ways the individual decision-making processes developed can explain the apparent change of individual opinion that can occur in specific instances; particularly when carried out in a centralized or democratic way regarding our cells or groups of cells.

  • Regarding cognitive psychology, the knowledge of the decision-making process should imply, to a certain degree, self-education to avoid losing control of the will.

  • A little bit of humor is never a bad thing with evolutionary psychology, above all when saying something like 'it seems that we do not exist from a strictly scientific point of view'; that the human being, more than a living being, strictly speaking, is configured like a vital impulse system.

  • The concept of temporary discontinuity of existence is a consequence of evolutionary psychology and the stated dual nature of living beings.

 
 

3.b) Memory and education

  • The tendency of using standard memory should increase as much as possible because of its enormous potential in comparison to mathematical memory.

    Currently, there a tendency to practice and use mathematical memory to completely develop it.

    If new approaches in cognitive psychology are correct and this capacity is configured mainly by genetic determining factors, students' efforts towards mathematical memory could be genuinely counterproductive given that these efforts generate much tension and prevent the desirable use of standard memory and the understanding of its limits.

  • One more element of cognitive psychology to consider corresponds to the functional parallelisms between computers and the human brain.

    The previous change towards the use of standard memory also comes from the efficiency of computers and communication that can provide us with a large quantity of information almost in real time. Then we will not have to memorize so much information because computers will provide us quicker and more secure information.

    Education should promote people's capacity for managing and processing the large quantity of available information.

  • With the acceptance of the importance of sleeping and dreams on memory's operation, these cognitive psychology ideas should allow students to do not make the grave error of studying instead of sleeping.

    The same reasoning applies to other types of behavior affecting the capacity to memorize.

  • Students will be especially interested in knowing more about the methods the memory manager uses to educate their studying habits.

 

3.c) Evolution of the human brain

  • If the parallelism between computers evolution and brain evolution are deeply rooted, an interesting consequence in evolutionary psychology would be the confrontation between evolution by random mutation and that an almost perfect computer like the human brain has been the fruit of something random.

  • Likewise, the evolution of computers reminds us of the proposals put forth by the Conditional Evolution of Life. The same parallelism will lead us to reconsider the role of sexual differentiation in the evolutionary process: females seem not to modify genes after their early formation, we may find that they have specialized in what we could call hardware; and males, on the other hand, in software. Both, as we all know, interrelated and of similar importance.

  • This vision of the brain's functions and cognitive psychology creates a large number of questions in the specific field of evolutionary psychology: are genes the most compressed expression of our memory? Does something similar to a compiler exist in the human body and where would it be found? When is genetic information updated? Why is short-term memory cleaned in sexual relations? What percentage of genetic information modifies in each generation?

    In this sense, a particular compression mechanism and information codification could exist for its multiple transmissions; once modified by the sub-system of the memory's genetic information.

  • Finally, we understand artificial intelligence as a machine's system of decisions, created or not by human beings, showing specific intelligence, at least apparently, and having the characteristics of a vital impulse system.

 

 

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When Globus finished the book, he received from the future
an heyelogic transversal resonance of the
para-cerebellum of Darwinout,
sent by his friend Mª José.

PARA-CEREBELLUM
Para-cerebellum