Identifying crop plants with phytoliths (and starch grains) in Central and South America: A review and an update of the evidence

Piperno, Dolores R.

doi:10.1016/j.quaint.2007.11.011

Cited by 96 publications

(52 citation statements)

References 35 publications

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“…Found in many annual and perennial crop plants, these opal silica bodies provide structural support, protect against predation, and are highly resistant to postdepositional decay under most conditions (40). As with starches, it is argued that there is a direct relationship between selection for larger fruit size and an increase in phytolith size, sometimes accompanied by distinctive changes in morphology-traits used as markers of domestication in a number of crop plants ( [41][42][43].…”

Section: Impacts and Markersmentioning

confidence: 99%

Core questions in domestication research

Zeder

2015

Proc. Natl. Acad. Sci. U.S.A.

432

325

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The domestication of plants and animals is a key transition in human history, and its profound and continuing impacts are the focus of a broad range of transdisciplinary research spanning the physical, biological, and social sciences. Three central aspects of domestication that cut across and unify this diverse array of research perspectives are addressed here. Domestication is defined as a distinctive coevolutionary, mutualistic relationship between domesticator and domesticate and distinguished from related but ultimately different processes of resource management and agriculture. The relative utility of genetic, phenotypic, plastic, and contextual markers of evolving domesticatory relationships is discussed. Causal factors are considered, and two leading explanatory frameworks for initial domestication of plants and animals, one grounded in optimal foraging theory and the other in nicheconstruction theory, are compared.T he domestication of plants and animals marks a major evolutionary transition in human history-one with profound and lasting global impacts. The origins of domestication-when and where, how, and why our ancestors targeted plant and animal species for domestication-is an enduring and increasingly active area of scientific inquiry for researchers from many different disciplines. Enhancing present-day productivity of longstanding and recently domesticated species and exploring social and biological issues surrounding their role in feeding rapidly expanding global populations are topics of pressing concern. The volume and breadth of domestication research is underscored by a keyword search on the term "domestication" for the year 2013 which yielded a total of 811 papers in more than 350 different journals (Table S1), including 42 articles published in PNAS (Table S2).Given the large and growing number of studies on domestication across a wide array of disciplines, it is worthwhile to address three central questions. (i) Is there a definition of domestication applicable to both plants and animals from the distant past to present day that distinguishes domestication from related processes of resource management and agriculture? (ii) How does domestication change both the domesticate and domesticator, and how can we track these changes through time? (iii) Why did humans domesticate plants and animals, and are there common causal factors that underlie the process of domestication wherever it takes place?Defining Domestication and Distinguishing Domestication from Management and Agriculture There is a surprising lack of consensus on how to define domestication. Beyond agreeing that it involves a relationship between a domesticator and a domesticate, there is little agreement on what this relationship entails or how and when it results in the creation of a domesticated plant or animal. Domestication is frequently defined from the perspective of the domesticator, emphasizing the role of humans in separating a target domesticate from free-living populations and assuming mastery over all aspects of its lif...

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Section: Impacts and Markersmentioning

confidence: 99%

Core questions in domestication research

Zeder

2015

Proc. Natl. Acad. Sci. U.S.A.

432

325

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“…Las variables cualitativas a estudiar son (Piperno, 2009; Aceituno Bocanegra y López Sáez, 2012): tipo (simple/compuesto), forma, posición del hilum (céntrica o excéntrica), forma del hilum (arco, cruz, estrellado, puntiforme, lineal, cicatriz), presencia/ausencia de grietas o fisuras, presencia/ausencia de lamellae. Los datos se plasman en la Tabla 6.…”

Section: Zea Maysunclassified

“…Los datos se plasman en la Tabla 6. La forma del grano de almidón es muy variable (Piperno, 2009; Aceituno Bocanegra y López Sáez, 2012): campana (forma semiesférica), circular (diámetro igual en cualquiera de sus puntos), alargado (con forma irregular), irregular (sin morfología definida), ovalado (forma redondeada con ejes mayor y menor), poliédrico (angular con caras o 'facetas de presión' visibles), poligonal (angular sin facetas visibles), cónico (forma de cono), elipsoidal (forma de elipse), y reniforme (forma de riñón).…”

Section: Zea Maysunclassified

Práctica de Laboratorio de Granos de Almidón en un Curso de Universitario de Botánica General: una Experiencia de Clase Invertida

Rivero-Guerra¹

2018

Form. Univ.

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ResumenSe diseña material propio para el proceso de enseñanza-aprendizaje de las técnicas de análisis de granos de almidón en el contexto universitario de la asignatura Botánica General, y se valora la experiencia educativa mediante el modelo pedagógico de clase invertida. El estudio incluye a 150 participantes de las carreras de Biología y Ciencias Farmacéuticas de la Universidad de Cartagena, Colombia. Los estudiantes muestran una opinión muy favorable de la práctica de laboratorio, avalando el enfoque empleado. Se han logrado los objetivos propuestos, favoreciendo el aprendizaje conceptual que se refleja en las calificaciones. Se ha logrado fomentar en los estudiantes el aprendizaje activo y autónomo, y el pensamiento crítico y complejo. Palabras claves: botánica; clase invertida; granos de almidón; percepción de los estudiantes; práctica de laboratorio Laboratory Practice of Starch Grains in a University General Botany course: a Flipped Classroom Experience AbstractSpecific material was designed to teach and learn how to analyse starch grains in the context of a university General Botany course. The educational experience has been assessed through the Flipped Classroom approach. The study includes 150 participants from the departments of Biology and Pharmaceutical Sciences of the University of Cartagena, Colombia. The students had a favourable opinion about the laboratory practice regarding the Flipped Classroom approach. The experience achieved the proposed teaching objectives and the learning outcome was favorable, resulting in good lab practice scores. Active and independent learning has been promoted among students as well as complex and critical thinking. Keywords: botany; flipped classroom; starch grains; student perception; laboratory practiceFormación Universitaria Vol. 11(1), 87-104 (2018) http://dx.doi.org/10.4067/S0718-50062018000100087 Práctica de Laboratorio de Granos de Almidón en un Curso de Universitario de BotánicaRivero-Guerra 88Formación Universitaria Vol. 11 Nº 1 -2018 INTRODUCCIÓNEl aprendizaje tiene un carácter ubicuo (Burbules, 2012; Pozo y Monereo, 2010) y la sociedad genera nuevas demandas de formación y educación para la ciudadanía las cuales son asumidas por todos los niveles educativos imperantes (Perry, 2013;Zimmerman, 2002). Siendo los profesores y estudiantes sujetos activos de las nuevas tareas y de las acciones a realizar (Butler y Schnellert, 2012), principalmente en el saber hacer; resaltando la importancia del conocimiento previo, vinculando lo aprendido con el nuevo que se adquiere; enfatizando en la motivación de los estudiantes para el éxito del proceso de aprendizaje, estableciendo metas y competencias de aprendizaje en lugar de metas de rendimiento. El estudiante adquiere un rol de gestor de los procesos cognitivos que conlleva el aprendizaje autónomo, controlando todo el proceso. Dicha labor de gestión implica la planificación, control y dirección de los procesos cognitivos hacia una meta, las cuales deben de efectuarse con concentración, esfuerzo y motivación. Don...

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“…Only lignified fruits have phytoliths in the most external layer of stone cells in an area called "phytolith forming zone […] located in the interface of the hypodermis and the schlerenchymatized outer mesocarp" (Piperno et al 2002:10923). Formation of phytoliths is governed by a single gene (Hr) which codifies lignification and phytolith production in Cucurbita (Piperno 2008). Moderate fruit lignification is due to the probably incomplete dominance of the Hr locus, which is reflected in a diminution of stone cells layers .…”

Section: Rind Analysismentioning

confidence: 99%

“…Also environmental factors are linked to the presence of moderately silicified phytoliths and to differences in phytolith sizes, since a single Cucurbita taxon can generate phytoliths of different sizes depending on the environmental conditions in which it was grown (Bozarth 1987). Phytolith size and shape are used as diagnostic criteria for taxonomic recognition and to distinguish wild from domesticated forms (Piperno 2008;Piperno and Pearsall 1998;Piperno et al 2000;Piperno and Stothert 2008). According to Piperno (2008) in all wild Cucurbita the Hr gene causes the deposition of a thick layer of stone cells and phytoliths.…”

Section: Rind Analysismentioning

confidence: 99%

The possible influence of post-harvest objectives on Cucurbita maxima subspecies maxima and subspecies andreana evolution under cultivation at the Argentinean Northwest: an archaeological example

Lema

2011

Archaeol Anthropol Sci

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This paper investigates the possible links between postharvest activities and methods of plant husbandry or management of Cucurbita maxima ssp. maxima and C. maxima ssp. andreana in the prehispanic Argentinean Northwest area. Microscopic methods were used to assess the micromorphological characteristics of modern specimens of South American Cucurbita and Lagenaria species to obtain diagnostic anatomical traits. These traits were then used as criteria for identifying archaeological Cucurbitaceae rind remains from domestic to funerary contexts of the Pampa Grande archaeological site (1720±50 BP, cal. 259-433 AD). Following the taxonomic identification of the archaeological plant remains, they were futher assessed for signs of human selection or possible cultivation, including: rind thickness, qualitative characters (lobbing, wartiness and colour) and postharvest traits (artificial shape, charring, staining and decoration of sherds). The results indicate the presence of Lagenaria siceraria together with spontaneous, intermediate and domestic C. maxima morphotypes. Different subspecies maxima morphtypes were recognized: those intended as food, having thin pericarps to facilitate consumption and those intended also as food, but as containers too, as in Lagenaria, in which the rinds are thickened and lignified. The latter morphotype may possibly represent a strategy of postharvest intensification, but not through new processing techniques, but through the development of landraces with a longer fruit shelf life, resulting from changing husbandry criteria to selective pressures over cultivated stands.

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Identifying crop plants with phytoliths (and starch grains) in Central and South America: A review and an update of the evidence

Cited by 96 publications

References 35 publications

Core questions in domestication research

Core questions in domestication research

Práctica de Laboratorio de Granos de Almidón en un Curso de Universitario de Botánica General: una Experiencia de Clase Invertida

The possible influence of post-harvest objectives on Cucurbita maxima subspecies maxima and subspecies andreana evolution under cultivation at the Argentinean Northwest: an archaeological example

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