The Argument

The Argument

            In Lewis Terman’s experiment to discover innate intelligence, he began tracking a group 1500 students in California that were “exceptionally superior” (91). However, of the supposedly exceptional students, none of them matured into exceptional adults. Given that it is strongly believed that there are different distinct skills required to be successful as an adult versus as a child, do you think a successful child prodigy can also be a successful “adult creator?” Furthermore, do you think that Terman’s experiment to find innate intelligence was focused on the wrong group, and had it been focused on another group of students those students would be successful as adults? Relate your response to the biology theme of evolution.

-Edward Wu (edwardwu0@gmail.com)

The Argument - Hair

Hair color is often described as the one thing that is completely controlled by genes. But, this is not true. Hair color is determined by the protein melanin, which is not directly made by the genes. Shenk states  that "you did not inherit... your brown hair from your parents' genes. Not directly" (Shenk 21). Provided this information, could hair texture and "shape" also be determined by the "genes multiplied by environment"(20) theory? Meaning, if you were to get your hair thinned out every time you get your hair cut, would it be possible that your hair ended up being naturally thinner? In continuation, would it be possible to change the texture of the hair of someone? For example, if a woman with naturally curly, wavy hair were to get her hair straightened constantly, would she end up with hair similar to a innately straight-haired person? Relate your response to continuity and change and to interdependence in nature.

The Evidence - Fruit flies and epigenetics

David Shenk mentions how "A single fly's random genetic mutation can spread into a whole community in a matter of months. Scientists have demonstrated this many times over..." (Shenk 174). As Shenk says it is much easier to spread mutations throughout a fly population because they reproduce so quickly, but he also makes an argument in chapter 10 on how the epigenome of an organism can take a huge effect in its life. As a fly's life span is so short though, would epigenetic changes have time to take effect in a single generation or would any epigenetic changes take place over multiple generation, at about the same rate a mutation in a population can spread? And if this is so then would a single fly population be changed in phenotype more by epigenetic inheritance or evolution through random mutations, selective advantages, and natural selection? Relate your response to the theme of evolution and also use information from Campbell of epigenetic inheritance ( chapter 18 section 2) and evolution through natural selection.

-Kyle Nelson (kynels21@gmail.com)

The Argument- Vocabulary development

In the Argument section on pages 45-47, Shenk explains the effects seen by talking to young children often and very early in childhood. By observing the average number of words spoken to children of professionals, working class children, and welfare children, researchers showed that children growing up in professionals' homes were "exposed to an average of more than fifteen hundred more spoken words per hour than children in welfare homes" (Shenk 45). This increase in verbal diversity led to higher levels of vocabulary in the children even before they started school, and in turn resulted in higher academic achievement throughout their development. How do the concepts of parental investment, early gene expression, and positive environmental conditions work together to shape a child’s vocabulary and other critical skills (such as problem solving)? What adaptations must be made if one of these areas were to be lacking? Explain your response in terms of evidence from the book as well as the ecology and embryology units. Also relate your response to the theme(s) of evolution and/or interdependence in nature.

Ethan Homedi (ethanhomedi@yahoo.com) 

The Argument- Mentorship

Shenk puts forth that finding “one great teacher” (127) can have a profound impact on one’s life. Shenk finishes his ideas of chapter seven by stating that “the true road to success lies not in a person’s molecular structure, but in his developing the most productive attitudes and identifying magnificent external resources” (127). Shenk means to say that knowledge is not embedded in one’s cellular build-up; it is shared and passed down.  On top of this is the implication that studying and losing connection with the world is less beneficial than learning while developing a sense of productivity with a teacher. How can you assert the effectiveness of a teacher or mentor? Can someone with the knowledge or a skill, like Mozart, be able to mentor a pupil to a point of equality in skill? Relate your answer to a biological theme and two different sections in Campbell-- one referring to communication between organisms and one of your choice.

Jesse Pukshansky (jesse.pukshansky@gmail.com)

The Argument

The Argument

In the final chapter of The Argument, David Shenk describes the influence of epigenomes and how "changes to the epigenome can be inherited," allowing individuals to pass on traits developed through a specific lifestyle (159). How does the knowledge that we can control our inheritance affect our decisions throughout life? Will this understanding simply become another burden or a source of motivation to work hard? Also, do you believe that it is possible to complete a "Human Epigenome Project" to map the epigenome in the same way the DNA genome was mapped by the Human Genome Project? Will an improved understanding of our epigenome allow us to better recognize or even combat genetic/epigenetic disorders in the same way as the Human Genome Project? Or, will the epigenome simply become another source of "excuses" for the lack of success? Use your knowledge of the epigenome and gene regulation from Chapters 16 and 18 in the Campbell textbook to help you answer these questions. Remember to consider the biological themes of Evolution and Continuity and Change in your response.

- Justin Doong (jbdoong@gmail.com)

The Evidence-Will E Coyote: Super Genius (58)

On page 244, Larry Shiner explains the origin of the term “genius” as it used today, saying that the definition had been changed from a talent endowed within everyone to a type of person. However, in the context of the book’s title, is Shenk implying that we each have, within ourselves, the potential to be a gifted person or that we each have a talent? How would you define “genius” after having read the book, and would it be closer to the old definition or the current one? Discuss behavior and forms of learning (51.2 in Campbell) in the context of development, and thematically relate this discussion to either the development of “genius” via evolution or interactions with the biotic and abiotic environment.

-Kyle Mueting (kylemueting@comcast.net)