How to answer questions about the evolution of skills with an information-processing approach: methodology

The questions, the projects, and the status of the research program.

1. The first question examines how skills might work, how they come from DNA, go to the brain, and cause action.

• the first method is to obtain data through observation or measurement
• we would like to 'read' the skill representation in DNA, presumably through sequencing data
• - not yet possible -
• we would like to 'read' the skill representation in the brain, assuming that is where the information is stored
• - not yet possible -
• it would be helpful to 'record' the neural activity when the skill is activated (executed).
• there is relevant progress in neuroscience, in visual perception and regarding physical motor activity
• it would be helpful to 'record' the internal muscle and skeletal consequences of the skill being activated
• there is extensive data collection for muscle activation, etc., but we cannot link these definitively to a specific skill being activated
• it would be helpful to 'record' the 'real world' consequences of the skill being activated and being transformed into action
• there is extensive data collection for observable behaviour patterns, but we cannot link these definitively to a specific skill being activated
• the second method is theoretical and synthetic: building models of how skills might work --- which is the approach used in this investigation
• build a working model of a skill and how it controls action (computer simulation)
• use feasibility, competence, and completeness instead of data to evaluate support and falsification
• start in the middle, with a representation of a skill in the brain, and how it might generate action through muscle activation
• model physical and visual consequences of the muscle activity generated by the skill - e.g. locomotion and optical viewpoint from an audience perspective
• explore how an innate skill might be represented in DNA - (storage and compression)
• explore the integration of perception into action

2. The second question explores how a skill might evolve from one species to the next

• again, the usual method is to obtain data through observation or measurement
• there are no calcified / petrified skills in the historical record
• we can observe related species and make some conjectures on action patterns and thus infer likely skills
• again, the second method is theoretical and synthetic: building models of how skills might evolve --- which is the approach used in this investigation
• build models on the evolution of one or two dimensional attributes of a skill, e.g. speed of running.
• build models of how skills might be split and combined (meiosis and fertilization)
• build models of how skills might mutate, so that a reasonable percentage of the mutations can work, and might even be better
• Can we build a progression of models to illustrate evolutionary progress in skills, (e.g. catching prey with and without prediction)?
• we build models to show how a skill modification or an additional skill evolves the skill to the next step in the progression
• we build models showing how the functionality of the proposed inner language might evolve to support the evolutionary progress in skills

3. The third question explores skills that benefit the group rather than specific individuals in the group. We propose group-level sets of coordinated skills that account for gender-specific behaviours as well as herd and pack behaviours.

• Data from observations is useful to find sets of interdependent individual-based skills such that the set (rather than the individual skills) increase group fitness?
• we need to find gender-related skills that form a group-level set and that are easy to simulate - including their interactions and information exchanges
• we will also want to find herd or pack behaviour patterns that can be simulated
• the second method is theoretical and synthetic: building models of the skills and their interactions --- which is the approach used in this investigation
• The first component is to model (simulate) each of the skills
• by itself, each of the skills is like the skills in 1. above
• some or all of the skills must also behaviour patterns that serve for inter-individual communication
• some or all of the skills must also include perception that serve as the receiving side of inter-individual communication
• each of the skills must include conditionality that addresses how they are selected and invoked into action
• some or all of the skills must include conditionality that addresses how they are coordinated
• The second component is to model (simulate) the inter-individual information flow within such sets of interdependent and coordinated skills
• can we model or simulate the interaction and coordination of such group-level sets?
• can we model or simulate such information flow and model its role in the coordination of such group-level sets?
• are information components reused, and are messages organized in structures?
• how does it integrate with action and perception of the individuals skills?
• are these information flows best modelled as integrated into skills that depend on them for coordination, or as separate skills?
• can we find systematic attributes of information flow that are common across all coordinated skill-sets within the same species (and at the same relative stage in evolution)?
• for the first component, can we model or simulate the consequences of such group-level sets to show how fitness is increased?
• for the second component, can we model or simulate the public (external world) representations of the information flows associated with such group-level skill-sets?

4. The fourth question explores the incremental evolution of group-level sets of coordinated skills, with their associated information exchanges

• observations can help us find skill progressions to illustrate evolutionary progress in group-level sets of skills, (e.g. mating rituals with or without competition)?
• such observations should show how the progression adds fitness and is derived from the previous skill set in the progression
• how do gender-related innate skills mix and mutate?
• again, the second method is theoretical and synthetic: building models of how skills-sets and their information exchanges might evolve --- which is the approach used in this investigation
• we develop measures to allow assessment and comparison of skills in progressions?
• we use complexity, time scope of group activity, adaptability, and number of distinct complementary skills?
• we find progressions in the attributes of information flow to illustrate evolutionary progress?
• we use bi-directionality, bit-rates, size of information (bit-count), complexity of structure?
• we find measures to allow assessment and comparison of information flow, including the complexity of the information as well as the information exchange

5. The fifth question explores passing learned skills from one generation to the next. We propose that innate mimicry and apprenticeship can function analogously to evolution, i.e. copy and optimize learned skills.

• the first method is to obtain data through observation or measurement
• there are observational data on pack and herd apprenticeship teaching and learning patterns
• there is observational data on showing that teaching behaviour is different from ordinary adult behaviour - such as 'motivating' and 'correcting' the young
• the second method is theoretical and synthetic: building models of how skills might work --- which is the approach used in this investigation
• models of coordinated skills are required (master and apprentice), along with the interaction between the models. Presumably these models reflect innate skills

More on the methods of the research program.