Multi-species skill-evolution: stages and assumptions

Simple skilled behaviours that are simulated to investigate the interaction between the functionality of the layers during human maturation, i.e. the process of developing from conception to adult:

1. Genomic skills as the first and bottom layer.
• Examples to simulate: babbling, 'strampeln', and automatic mimicry
• Questions on the genome side:
• Is the utilization of genomic information affected by the development and use of higher-layer skills?
• Questions on the brain / neuron side:
• What is the timetable for developing innate functions, especially from the perspective of providing a sufficient base for the development of higher-layer skills?
2. Apprenticeship mimicry as the second layer involving copying and learning directly observed skilled behaviour.
• Examples to simulate: folk-dancing to model mimicked behaviour
• Questions on the brain / neuron side:
• Dependency effects, where mimicry / learning experiences affect neuronal development.
• Can mimicry / learning experiences affect innate perception capabilities and innate learning capabilities?
• Questions on the mimicry-learnt side:
• Order effects in the mimicry / learning sequence.
• Order effects in the mimicry / learning sequence based on innate perception capabilities and innate learning capabilities?
3. In the third layer, symbolic communication is used to invoke and/or modify skills.
• Examples to simulate: contra-dancing to model the caller / speech support for coordinated behaviours
• Questions on the mimicry-learnt side:
• Does learning the communication component interfere with mimicry-based learning of the steps?
• Questions on the communication-learnt side:
• Dependencies and sequence effects?