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Evolution and development are interrelated processes influenced by genomic, epigenetic, and environmental factors. Epigenetic processes serve critical roles in development and operate as intermediaries that connect the genome to the rest of the world. Therefore, it is of interest to consider the evolution of epigenetic processes. The developmental systems perspective offers a distinctive, coherent, integrative way to understand the relationships between evolution, epigenetics, development, and the effects of experienced contexts. By adopting this perspective, this paper draws attention to the role of exaptation in the evolution of epigenetics in the RNA world and addresses the role of epigenetics in the later evolution of developmental processes such as cellular differentiation, learning, and memory. In so doing, the paper considers the appearance and functions of epigenetics in evolutionary history—sketching a pathway by which epigenetic processes might have evolved via exaptation and then contributed to the later development and evolution of phenotypes. [ABSTRACT FROM AUTHOR]

Insider knowledge is critical information about how to achieve success that is not available to the general public but is relatively well‐known to individuals within the domain and to those who have access to those individuals. The goal of this study was to examine the perceived role of insider knowledge in a sample of highly accomplished American professionals in science, technology, engineering, and mathematics (STEM). We asked participants explicitly if insider knowledge had played a role in their talent development trajectory from K–12 education to their current creative work, with questions related to experiences at the undergraduate and graduate level and during their careers. The study was exploratory, so no formal hypotheses were put forward. Given the lack of research on the topic of insider knowledge as defined in this paper, we conducted semi‐structured interviews with a select group of individuals who had successful careers in STEM fields, both to see if insider knowledge was something that they considered important and to see if they felt that insider knowledge had played a role in their educational and career trajectories. Our hope is that the results of this paper will inform future in‐depth studies on the topic of insider knowledge. [ABSTRACT FROM AUTHOR]