|
| |
I consider the results of the statistic study, included in MeMint, with the longitudinal data of the Young Adulthood Study, 1939-1967 to be conclusive about the genetic influence on intelligence (r2 till 0,99), the significance of the less powerful gene, important functionalities of the sexual diversification and about the existence of a teleological evolution. |
|
|
![]() ![]() ![]() ![]() ![]() ![]() |
||||||
|
|
|
Translate Last update: September 2002 |
GENERAL THEORY OF THE CONDITIONAL EVOLUTION OF LIFE ![]() |
||
|
||||||
|
||||||
|
|
|||||
|
||||||
|
|
|||||
|
||||||
|
|
|||||
|
||||||
|
|
|||||
|
||||||
|
|
|||||
| ||||||
|
|
|||||
|
||||||
|
|
|||||
|
||||||
|
|
This is a translation of a reduce version of the GTCEL e-book. (The full version is in Spanish) |
|
NOTE: The model of the inheritance of intelligence has been validated using the longitudinal data set of the Young Adulthood Study, 1939-1967.
|
|
The reason of proposing a complete new theory of evolution is the different approach to the origin and sources of the genetic modification. While for the Darwinian theory they are random mutations, for the GTCEL it is not possible this nature of the modifications bearing in mind the complexity of the living beings and their quick evolution. These ideas will be more developed in the objectives of the evolution section.. In fact, it seems that the genetic modifications are considered random because we do not understand their functionality and the way they really work, so, the unknown is considered random for pure conventionalism. 2.a) Concept. The first precision about genetic information is that we are referring at the genetic information that has been or will be transmitted to progenitors or descendants. Another ones is that when we say "gene", we are referring a genetic information transmitted and that this one could be placed in different genes unless we mentioned the opposite. Finally, we deal with the idea of genetic information in its functionality and not in its chemical or biochemical composition; therefore, in this sense the genetic information can be assimilated to the following concepts or examples:
2.b) Classification. Let's see some of the multiples classifications that can be done:
|
|