3. EVOLUTIONARY PSYCHOLOGY
The most important conclusions are exposed in the section corresponding to the statistical study, refer fundamentally to evolutionary psychology and are the following:
The hereditary nature of relational intelligence
The significance of the less powerful gene of intelligence and its coherence with the concept of conditional intelligence
Important functions of sexual differentiation
The existence of a teleological or finalistic evolution
The intuitive vision of the brain's functions and cognitive psychology aspects is difficult to summarize because it has been exposed in such a schematic way. In fact, the index could be a good summary of concepts of evolutionary psychology dealt with.
Nonetheless, I would like to stress the following comments on evolutionary psychology.
3.a) General psychology
I hope that the description of how intelligence and memory operate helps you to better understand yourselves and the people that surround you.
Cognitive psychology helps us being somewhat more conscious of our limits and to be more prudent in the fixation of certain objectives.
The different ways the individual decision-making processes are developed can explain the apparent change of individual opinion that can occur in certain instances; particularly when carried out in a centralized or democratic way regarding our own cells or groups of cells.
Regarding cognitive psychology, the knowledge of the decision-making process should imply, to a certain degree, self-education so as 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.
In relation to evolutionary psychology and the stated dual nature of human beings, and other beings, the concept of temporary discontinuity of existence is exposed.
3.b) Memory and education
The tendency of using normal memory should be increased to the extent possible, because of its enormous potential in comparison to mathematical memory.
Currently, many people think that you have 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 truly counterproductive given that these efforts generate a lot of tension and prevent the desirable use of normal memory and the understanding of its limits.
One more element of cognitive psychology to take into account is attributed to the functional parallelisms between computers and the human brain.
The previous change towards the use of normal memory can be supported in 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 largely 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 be sufficiently explained so that students do not make the serious error of studying instead of sleeping.
The same reasoning can be applied to other types of behavior that affect the capacity to memorize in a very special and temporary way.
Students will be especially interested in knowing more about the methods that the memory manager uses to better understand their personal 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 of current theses of evolution by random mutation with the idea 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 General Theory of 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 a similar importance.
This vision of the brain's functions and cognitive psychology creates a large quantity 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 that is to be transferred updated? Why is short-term memory cleaned in sexual relations? What percentage of genetic information is modified in each generation?
In this sense, a special 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 certain intelligence, at least apparently, and having the characteristics of a vital impulse system.
* * *