As a form of adaptive plasticity that allows organisms to shift their phenotype toward the optimum, learning is inherently a source of developmental bias. Learning may be of particular significance to the evolutionary biology community because it allows animals to generate adaptively biased novel behavior tuned to the environment and, through social learning, to propagate behavioral traits to other individuals, also in an adaptively biased manner. We describe several types of developmental bias manifest in learning, including an adaptive bias, historical bias, origination bias, and transmission bias, stressing that these can influence evolutionary dynamics through generating nonrandom phenotypic variation and/or nonrandom environmental states. Theoretical models and empirical data have established that learning can impose direction on adaptive evolution, affect evolutionary rates (both speeding up and slowing down responses to selection under different conditions) and outcomes, influence the probability of populations reaching global optimum, and affect evolvability. Learning is characterized by highly specific, path‐dependent interactions with the (social and physical) environment, often resulting in new phenotypic outcomes. Consequently, learning regularly introduces novelty into phenotype space. These considerations imply that learning may commonly generate plasticity first evolution.

中文翻译：

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动物学习是发展偏见的根源。

作为适应性可塑性的一种形式，它使有机体将其表型向最佳状态转变，学习本身就是发展偏见的来源。学习可能对进化生物学界特别重要，因为它允许动物产生适应环境的适应性有偏见的新行为，并通过社会学习以适应性有偏见的方式将行为特征传播给其他个体。我们描述了学习中出现的几种发展偏见类型，包括适应性偏见，历史偏见，起源偏见和传播偏见强调这些可以通过产生非随机表型变异和/或非随机环境状态来影响进化动力学。理论模型和经验数据已经确定，学习可以为适应性进化施加方向，影响进化速率（在不同条件下加快和减缓对选择的反应）和结果，影响总体达到全局最优的概率，并影响可进化性。学习的特点是与（社会和自然）环境高度特定，依赖路径的相互作用，通常会导致新的表型结果。因此，学习经常将新颖性引入表型空间。这些考虑意味着学习通常可以产生可塑性优先发展。