Learning, evolvability and exploratory behaviour: extending the evolutionary reach of learning

• Published in: Biology & philosophy Vol. 28; no. 6; pp. 933 - 955
• Main Author: Brown, Rachael L.
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.11.2013; Springer; Springer Nature B.V
• Subjects: Amphibia; Education; Evolutionary Biology; Philosophy; Philosophy of Biology; Learning; Facilitated variation; Behaviour; Evolvability; Plasticity
• ISSN: 0169-3867; 1572-8404
• DOI: 10.1007/s10539-013-9396-9

Traditional accounts of the role of learning in evolution have concentrated upon its capacity as a source of fitness to individuals. In this paper I use a case study from invasive species biology—the role of conditioned taste aversion in mitigating the impact of cane toads on the native species of Northern Australia—to highlight a role for learning beyond this—as a source of evolvability to populations. This has two benefits. First, it highlights an otherwise under-appreciated role for learning in evolution that does not rely on social learning as an inheritance channel nor “special” evolutionary processes such as genetic accommodation (both of which many are skeptical about). Second, and more significantly, it makes clear important and interesting parallels between learning and exploratory behaviour in development. These parallels motivate the applicability of results from existing research into learning and learning evolution to our understanding the evolution of evolvability more generally.