What Is Inborn and What Is Learned?
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What is inborn and what is learned?
The discussion as to whether nature or nurture were the driving force shaping our cognitive abilities, was for a long time considered interminable. In the 18th century, Locke and the English empiricists claimed that individuals were born with a tabula rasa and only experience could establish mind, consciousness and the self. On the continent, Leibniz envisaged the self as a monad carrying with it some knowledge of a basic understanding of the world. Until the 1960s, this dispute was still very vivid in the behavioral sciences: B. F. Skinners school of behaviorism in the USA postulated (as reflexology did earlier) general rules for all types of learning, neglecting innate differences or predispositions. K. Lorenz was one of the protagonists of ethology in Europe, focusing on the inherited aspects of behavior. It was Lorenz who ended the antagonistic view of behavior in showing that there indeed are innate differences and predispositions in behavior where only little learning occurs. Today, it is largely agreed upon that nature and nurture are intimately cooperating to bring about adaptive behaviors. Probably only in very few cases ontogenetic programs are not subjected to behavioral plasticity at all. Conversely, the possibility to acquire behavioral traits has to be genetically coded for.
Today, realising that genes and environment cooperate and interact synergistically, traditional dichotomy of nature vs. nurture is commonly seen as a false dichotomy. Especially operant conditioning, i.e. the learning of the consequences of ones own behavior can lead to positive feedback loops between genetic predispositions and behavioral consequences that render the question as to cause and effect nonsensical. Positive feedback has the inherent tendency to exponentially amplify any initial small differences. For example, an at birth negligible difference between two brothers in a gene affecting