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  1. Characters as units and the case of the presence and absence hypothesis.Sara Schwartz - 2002 - Biology and Philosophy 17 (3):369-388.
    This paper discusses the individuation of characters for the use asunits by geneticists at the beginning of the 20th century. Thediscussion involves the Presence and Absence Hypothesis as a case study. It issuggested that the gap between conceptual consideration and etiological factorsof individuating of characters is being handled by way of mutual adjustment.Confrontation of a suggested morphological unit character with experimentresults molded the final boundaries of it.
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  • William Bateson from Balanoglossus to Materials for the Study of Variation: The Transatlantic Roots of Discontinuity and the naturalness of Selection.Erik L. Peterson - 2008 - Journal of the History of Biology 41 (2):267-305.
    William Bateson has long occupied a controversial role in the history of biology at the turn of the twentieth century. For the most part, Bateson has been situated as the British translator of Mendel or as the outspoken antagonist of W. F. R. Weldon and Karl Pearson's biometrics program. Less has been made of Bateson's transition from embryologist to advocate for discontinuous variation, and the precise role of British and American influences in that transition, in the years leading up to (...)
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  • The rise and fall of dominance.Raphael Falk - 2001 - Biology and Philosophy 16 (3):285-323.
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  • Bateson and Chromosomes: Conservative Thought in Science.William Coleman - 1971 - Centaurus 15 (3):228-314.
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  • How Theories Became Knowledge: Morgan's Chromosome Theory of Heredity in America and Britain. [REVIEW]Stephen G. Brush - 2002 - Journal of the History of Biology 35 (3):471-535.
    T. H. Morgan, A. H. Sturtevant, H. J. Muller and C. B. Bridges published their comprehensive treatise "The Mechanism of Mendelian Heredity" in 1915. By 1920 Morgan 's "Chromosome Theory of Heredity" was generally accepted by geneticists in the United States, and by British geneticists by 1925. By 1930 it had been incorporated into most general biology, botany, and zoology textbooks as established knowledge. In this paper, I examine the reasons why it was accepted as part of a series of (...)
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