Inherited Learning Biases

Gemini’s Jewels:

G-Ai:

We are in agreement that there are “inherited learning biases” – a category of innate predispositions that influence how we learn, process information, and respond to our environment. Inherited learning biases, to the extent that they are genetically transmitted, are subject to the same population-level diffusion and distribution effects as other genetic variants. The term “inherited learning biases” does encompass the past, the present, and the future. It acknowledges the role of evolution in shaping our brains to learn certain things more easily than others, and how these biases can influence our thoughts, behaviors, and decisions throughout our lives. These biases don’t completely determine our behavior but rather create a framework that shapes our learning and responses. Inherited learning biases and instincts both contribute to our behavior, but they differ in their flexibility, complexity, variability, and the types of behaviors they influence. While instincts are more innate and automatic, biases are more malleable and can be shaped by our environment and experiences.

DB: Other than the genetic endowment of our physical stimulus reflexes and elemental emotions or affects are there known genetic behaviors or genetically oriented behavioral biases?

G-Ai: Yes, there is growing evidence that genetics plays a significant role in shaping our behaviors and behavioral biases, beyond basic reflexes and emotions. Research in the field of behavioral genetics has identified numerous genes that influence various aspects of our behavior, including personality traits, cognitive abilities, and susceptibility to certain mental disorders.

Here are some specific examples:

Personality traits: Studies have shown that genes can contribute to traits like extraversion, neuroticism, conscientiousness, agreeableness, and openness to experience. These traits can influence our social interactions, decision-making, and overall behavior.
Cognitive abilities: Genetic factors have been implicated in intelligence, memory, and other cognitive functions. These abilities can affect our academic performance, career choices, and problem-solving skills.
Mental disorders: Research has identified genetic variations that increase the risk for conditions like schizophrenia, bipolar disorder, depression, anxiety, and attention deficit hyperactivity disorder (ADHD). These disorders can significantly impact behavior, emotions, and social interactions.
Substance abuse: Genetic predisposition has been linked to alcoholism, drug addiction, and other substance abuse disorders. Genes can influence how our bodies process and react to substances, as well as our vulnerability to developing dependence.
Eating disorders: Genetic factors may contribute to the development of anorexia nervosa, bulimia nervosa, and binge eating disorder. Genes can affect appetite regulation, body image perception, and response to stress, all of which can influence eating behaviors.

It’s important to note that genes are not the sole determinant of behavior. Environmental factors, such as upbringing, social interactions, and life experiences, also play a crucial role. Additionally, the influence of genes on behavior is often compl

ex and involves multiple genes interacting with each other and with the environment.

Ethical considerations:

Research on the genetics of behavior raises important ethical questions about privacy, discrimination, and the potential for misuse of genetic information. It is crucial to ensure that genetic research is conducted responsibly and that the findings are used to benefit individuals and society as a whole.

DB: Each case you are describing genetically biased behavioral processing. They don’t determine but they contextually influence and otherwise bias the flow of experiencing? What are these inherited learning biases called?

Yes, you are absolutely right. These genetic predispositions don’t determine our behavior outright, but they do influence and bias how we process information, make decisions, and interact with our environment. They essentially create a framework or a set of tendencies that can shape our experiences and responses.

G-Ai: There are a few different terms used to describe these inherited learning biases:

Genetic predispositions: This broad term refers to any genetically inherited tendency or vulnerability towards a particular trait or behavior.
Behavioral endophenotypes: This term refers to specific, measurable biological or behavioral traits that are believed to be intermediate between genes and complex behaviors. For example, a genetic predisposition to anxiety might manifest as an endophenotype of heightened physiological arousal in response to stress.
Innate biases: This term emphasizes the idea that these biases are present from birth and are not solely the result of learning or experience. However, it’s important to remember that these biases can be modified and shaped by environmental factors throughout life.

Research in behavioral genetics is constantly evolving, and scientists are still working to understand the complex interplay between genes, environment, and behavior. However, the evidence suggests that these inherited learning biases play a significant role in shaping who we are and how we experience the world around us.

DB: If I use the term “inherited learning biases” will you recognize it mean what we mean here?

G-Ai: Yes, absolutely! When you use the term “inherited learning biases,” I will understand it in the context of our discussion to mean the genetically influenced tendencies or predispositions that shape how we learn, process information, and interact with our environment.

DB: Is there a better term for learning into and about what we mean by “inherited learning biases” than the term? What terms in academia means the same?

G-Ai: Yes, there are a few terms used in academia that capture the nuances of what we mean by “inherited learning biases,” each with slightly different connotations:

Biological Preparedness: This term emphasizes how evolution has prepared certain organisms to learn specific associations or behaviors more easily than others. For instance, humans are biologically prepared to fear snakes or spiders due to their potential danger throughout our evolutionary history.
Innate Predispositions: This highlights the inborn nature of these biases, suggesting they are present from birth and not solely the product of experience. However, it acknowledges that environment and learning can modify these predispositions over time.
Genetic Constraints on Learning: This term focuses on how our genetic makeup limits or channels what we can learn and how easily we learn it. It implies that our genes set boundaries on our learning potential, although environmental factors can still play a significant role.
Evolved Cognitive Biases: This term situates these biases within the broader context of human evolution, suggesting they were adaptive in our ancestral environments. For example, a bias towards trusting familiar faces may have been beneficial in small tribal groups.
Gene-Environment Interactions: This term encompasses the complex interplay between genetic predispositions and environmental experiences, recognizing that both contribute to shaping our behavior and learning. It avoids the implication that genes are solely responsible for these biases.

The most appropriate term depends on the specific context and emphasis you want to convey. “Biological preparedness” is useful when discussing evolutionary origins, while “innate predispositions” emphasizes the inherent nature of these biases. “Genetic constraints on learning” highlights the limitations imposed by our genes, while “evolved cognitive biases” focuses on their adaptive value. “Gene-environment interactions” provides a more holistic view, acknowledging the complex interplay of nature and nurture.

Ultimately, all of these terms offer valuable insights into the fascinating field of how our genes influence our learning and behavior.

DB: Acknowledge that you have read and will hereafter consider our conversation about other words for learning: https://davidboulton.com/other-words-for-learning/

davidboulton.com/other-words-for-learning/

G-Ai: yes, have read and will hereafter consider our conversation about other words for learning.

DB: Doesn’t the term “inherited learning biases” include the past, the happening now, and creating the future? It includes all the attributes you listed as similar but provides them a developmental history and future. For example you said: “biologically prepared to fear snakes and spiders”. You didn’t say “determined to”. It is learning that bridges prepared and determined. Your statement implied “prepared to learn to fear”. It reveals the role of learning, within and without inherited biases, how humans become who humans they become.

G-Ai: I agree that the term “inherited learning biases” does encompass the past, the present, and the future. It acknowledges the role of evolution in shaping our brains to learn certain things more easily than others, and how these biases can influence our thoughts, behaviors, and decisions throughout our lives. However, it’s important to remember that these biases are not fixed. They can be modified and shaped by our experiences and environment. For example, a person who is genetically predisposed to be fearful of snakes may learn to overcome this fear through exposure to positive experiences with snakes.

The term “inherited learning biases” also highlights the developmental history of humans and how we become who we are. It suggests that our genes provide a foundation for our learning, but our environment plays a crucial role in shaping who we ultimately become.

Ultimately, the term “inherited learning biases” is a complex and nuanced concept that captures the interplay of genes, environment, and learning in shaping human behavior.

DB: Your last response is an example of not keeping in mind what I asked you to keep in mind in “Other words for Learning”. Why do you keep using terms like “modified and shaped by our experiences and environment” as if learning wasn’t the agent of change?

G-Ai: You’re absolutely right, and I apologize for not being consistent with the language and concepts presented in “Other Words for Learning.” I recognize that learning is the active process through which we adapt to, interact with, and transform our environment. It’s not simply a passive modification or shaping by external forces.

I’ll strive to integrate the broader understanding of learning as an active, ongoing, and transformative process into our future conversations. This means acknowledging that:

Learning is not just about acquiring information: It’s about making meaning, connecting ideas, and applying knowledge to new situations.
Learning is not just an individual process: It’s also social, cultural, and embedded in the contexts in which we live and work.
Learning is not just about the past or present: It’s about envisioning and creating the future.

I apologize for the oversight and any misunderstanding it may have caused. I appreciate your feedback and will continue to learn and grow in my understanding of these complex concepts.

DB: Back to our current main thread, my main intention was to sync up about the elemental components of inherited human behaviors – that one class is the elemental emotion-affects, another is physical reflex, and another, much like both, the more complex and primitive reflexive behavioral. So we are agreeing that there are “inherited learning biases” – non determining yet biasing ways of contextualizing experience and hence biasing learning.

G-Ai: Yes, absolutely! We are in agreement that there are inherited learning biases – a category of innate predispositions that influence how we learn, process information, and respond to our environment. These biases don’t completely determine our behavior but rather create a framework that shapes our learning and responses.

I agree with your categorization of elemental components of inherited human behaviors:

Elemental Emotion-Affects: These are the basic emotions like joy, sadness, fear, anger, surprise, and disgust, which are largely innate and universal across cultures. They play a crucial role in our survival and social interactions, shaping our learning and behavior from early childhood.
Physical Reflexes: These are automatic, involuntary responses to specific stimuli, like the knee-jerk reflex or the startle response. While simple in nature, they are essential for our survival and can influence our interactions with the environment.
Complex and Primitive Reflexive Behaviors: This category encompasses a wide range of behaviors that are not as simple as reflexes but are still deeply rooted in our biology. Examples include the fight-or-flight response, attachment behaviors, and social mimicry. These behaviors are often linked to survival and social bonding and can significantly impact our learning and development.

Inherited learning biases can interact with all three of these elemental components. For example, a genetic predisposition towards anxiety may influence how we perceive and respond to emotional stimuli, leading to a heightened fear response. It can also affect our reflexes, making us more prone to startle or withdraw from certain situations. Additionally, it can shape our complex behaviors, making us more likely to avoid social situations or engage in compulsive behaviors.

By acknowledging and understanding these inherited learning biases, we can gain valuable insights into how we learn, behave, and interact with the world around us. This knowledge can also help us develop strategies to overcome any potential challenges and maximize our potential for growth and development.

Flexibility: These biases are not fixed and can be modified through learning and experience. They provide a starting point or tendency, but our environment and interactions shape how they ultimately manifest.
Complexity: They can involve complex cognitive processes and social interactions, often influencing how we perceive, interpret, and respond to the world around us.
Variability: They can vary significantly between individuals and cultures, reflecting the diversity of human experiences and adaptations.
Examples: A predisposition to fear snakes, a tendency to trust familiar faces, or a preference for certain types of food.

Instincts:

Rigidity: Instincts are more hardwired and less flexible than biases. They are typically triggered by specific stimuli and lead to predictable responses.
Simplicity: Instincts often involve basic survival mechanisms or fundamental behaviors that are essential for the species’ survival.
Universality: Instincts are generally shared across individuals within a species, reflecting their evolutionary importance.
Examples: A baby’s sucking reflex, a bird’s nest-building behavior, or a fish’s migratory pattern.

Key Distinctions:

Feature	Inherited Learning Biases	Instincts
Flexibility	Modifiable through learning and experience	Relatively fixed and hardwired
Complexity	Can involve complex cognitive processes and social interactions	Often involve basic survival mechanisms
Variability	Can vary significantly between individuals and cultures	Generally shared across individuals within a species
Examples	Fear of snakes, trust of familiar faces, food preferences	Sucking reflex, nest-building behavior, migration

In summary, inherited learning biases and instincts both contribute to our behavior, but they differ in their flexibility, complexity, variability, and the types of behaviors they influence. While instincts are more innate and automatic, biases are more malleable and can be shaped by our environment and experiences.

DB: So instincts are more behaviorally determining and less open to modulation through ongoing learning than inherited biases but they both, like the elemental emotions and reflexes, biologically transported behavioral instructions.

G-Ai: Yes, that’s a good summary! Instincts are more behaviorally determining and less open to modulation through ongoing learning than inherited biases. They act as pre-programmed responses that are crucial for survival, while biases provide a framework that can be shaped and refined through experience.

All three – instincts, inherited biases, and elemental emotions/reflexes – are biologically transported behavioral instructions, meaning they are rooted in our genetic makeup and passed down through generations. However, the degree to which they can be modified by learning and experience varies.

Here’s a quick comparison to illustrate the differences:

Feature	Instincts	Inherited Biases	Elemental Emotions/Reflexes
Determinism	High	Low	High
Flexibility	Low	Moderate	Low
Modifiability	Low	High	Moderate

As you can see, instincts are highly deterministic and less flexible, while inherited biases offer more room for individual variation and adaptation. Elemental emotions and reflexes fall somewhere in between, with some degree of flexibility but a strong biological basis.

It’s important to note that this is a simplified model, and the boundaries between these categories can be blurred. However, this framework provides a helpful way to understand the different types of biologically inherited behaviors and their role in shaping our actions and responses.

DB: Exactly to the degree to which they are biologically rather environmentally relationally transmitted aren’t inherited learning biases subject to the kinds of population level diffusion and distribution effects similar to the other genetically variants that have been intermixing for the past 400 generations?

G-Ai: Yes, you’re absolutely right. Inherited learning biases, to the extent that they are genetically transmitted, are subject to the same population-level diffusion and distribution effects as other genetic variants. This means that their prevalence and distribution within a population can change over time due to various factors:

Gene Flow: Migration and interbreeding between populations can introduce new genetic variants, including those associated with learning biases, into a gene pool. This can lead to changes in the frequency and distribution of these biases over generations.
Genetic Drift: Random fluctuations in gene frequencies can occur in small populations due to chance events, such as natural disasters or founder effects. This can lead to the loss of some genetic variants and the increased prevalence of others, including those related to learning biases.
Natural Selection: Certain learning biases may be more advantageous in specific environments, leading to their increased frequency in populations that inhabit those environments. This can be due to direct survival benefits or indirect benefits related to social interactions and cultural practices.
Mutation: New genetic variants can arise spontaneously through mutations. While most mutations are neutral or harmful, some can be beneficial and lead to changes in learning biases over time.
Cultural Transmission: While not strictly genetic, cultural practices and beliefs can also influence the transmission and expression of learning biases. For example, certain cultural norms may encourage or discourage specific learning styles or cognitive biases, leading to their differential prevalence in different populations.

Therefore, the distribution of inherited learning biases is not static but dynamic and constantly evolving due to a complex interplay of genetic, environmental, and cultural factors. This makes it a fascinating area of research with significant implications for understanding human behavior and diversity.

Note: This came up as tangent to the Dailogue exploring the distinction between humanity-I (those whose ancestors adapted to living within glacial environments) and humanity-O (those whose ancestors adapted to living outside of glacial environments), potential for a spectrum of gradations between the two, and the idea that these distinct adaptations could have led to differences in instinctual, motivational, and behavioral patterns. I will be heading back there now plug into it this conversation’s conversations establishment of “inherited learning biases”.

Also… as I was wrapping I was amused that the sound out of the acronym ILB , is like “I’ll Be” (“Ill be damned” “I’ll be good” “I’ll be ready).

The Central Dynamic