itive ▁n iche ▁construction , ▁where ▁cult ur ally - lear ned ▁behav iors ▁create ▁a ▁space ▁for ▁new ▁feedback ▁cycles . ▁By ▁sh aping ▁the ▁physical ▁space ▁around ▁ones elf , ▁for ▁example , ▁the ▁cult ur ally - trans m itted ▁practice ▁transform ▁problem ▁solving ▁for ▁new ▁forms ▁of ▁thought . ▁The ▁feedback ▁cycle , ▁as ▁they ▁and ▁others ▁argue , ▁will ▁alter ▁selection ▁press ures ▁for ▁cogn itive ▁development al ▁programs ▁which ▁bol ster ▁these ▁ab ilities . ▁As ▁they ▁state , ▁“ Tri ple ▁hel ix ▁models ▁of ▁mind ▁recognize ▁the ▁role ▁of ▁gen etic ▁bi ases ▁in ▁sculpt ing ▁key ▁development al ▁traject ories , ▁and ▁the ▁resulting ▁space ▁both ▁for ▁strong ▁forms ▁of ▁gen et ically ▁specified ▁cogn itive ▁mod ular ity ▁and ▁for ▁we aker ▁forms ▁of ▁emer gent ▁mod ular ity ▁resulting ▁from ▁traject ories ▁marked ▁by ▁multiple ▁b outs ▁of ▁cult ur ally ▁sc aff old ed ▁experience ▁and ▁the ▁self - ▁selection ▁of ▁environments ” ▁( W he eler ▁and ▁Clark , ▁ 2 0 0 8 . ▁Other ▁authors ▁have ▁suggested ▁that ▁borrow ing ▁methods ▁of ▁dynam ical ▁systems ▁analysis ▁may ▁help ▁un ra vel ▁this ▁tang led ▁web ▁of ▁gen es , ▁cogn ition , ▁and ▁culture ▁( K en rick ▁et ▁al ., ▁ 2 0 0 3 ). ▁The ▁answers ▁to ▁these ▁type ▁of ▁questions ▁have ▁impact s ▁on ▁anth rop ology , ▁social ▁psych ology , ▁and ▁other ▁behavior al ▁sciences ▁( M es oud i , ▁