Evolution and Children’s Cognitive and Academic Development

Geary, David C.; Berch, Daniel B.

doi:10.1007/978-3-319-29986-0_9

Cited by 102Child and Animal Learning DevelopmentEvolutionary Psychology and Human BehaviorPsychology of Development and Education

Evolution and Children’s Cognitive and Academic Development

Geary, David C., Berch, Daniel B.·2016·Evolutionary Psychology

DOI 10.1007/978-3-319-29986-0_9

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Based on Geary's distinction between biologically primary and secondary knowledge, evolutionary educational psychology allows categorisation of information in instructionally meaningful ways central to cognitive load theory.
“Based on Geary ' s distinction between biologically primary and secondary knowledge (Geary 2008, 2012; Geary and Berch 2016), evolutionary educational psychology allows us to categorise information in instructionally meaningful ways that now are central to cognitive load theory (Sweller 2016a).”
From Cognitive Architecture and Instructional Design: 20 Years Later (2019) · cites this paper as Geary and Berch 2016

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Evolutionary Perspectives on Human Development
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In Academe, What Is Learned, and How Is It Learned?
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Reading human nature: literary Darwinism in theory and practice
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Evolution and Cognitive Development
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The Social Brain Hypothesis
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Untitled work
Kaplan (2000) · doi:10.1002/1520-6505(2000)9:4

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Sorted by citations

Cognitive Load Theory
Sweller, J., Ayres, P., & Kalyuga, S. (2011) · Springer eBooks · doi:10.1007/978-1-4419-1428-6_446 · Cited by 5,538 · see citing works
Cognitive Architecture and Instructional Design: 20 Years Later
Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019) · Educational Psychology Review · doi:10.1007/s10648-019-09465-5 · Cited by 2,337 · see citing works
Cognitive load theory and educational technology
Sweller, J. (2020) · Educational Technology Research and Development · doi:10.1007/s11423-019-09701-3 · Cited by 911 · see citing works
From Cognitive Load Theory to Collaborative Cognitive Load Theory
Kirschner, P. A., Sweller, J., Kirschner, F., & Jimmy Zambrano, R. (2018) · International Journal of Computer-Supported Collaborative Learning · doi:10.1007/s11412-018-9277-y · Cited by 663 · see citing works
“The distinction between biologically primary and biologically secondary knowledge2 described by Geary is an instructionally important categorisation scheme (Geary 2008, 2012; Geary and Berch 2016).”
Background
Extending Cognitive Load Theory to Incorporate Working Memory Resource Depletion: Evidence from the Spacing Effect
Chen, O., Castro-Alonso, J. C., Paas, F., & Sweller, J. (2018) · Educational Psychology Review · doi:10.1007/s10648-017-9426-2 · Cited by 239 · see citing works
The Development of Cognitive Load Theory: Replication Crises and Incorporation of Other Theories Can Lead to Theory Expansion
Sweller, J. (2023) · Educational Psychology Review · doi:10.1007/s10648-023-09817-2 · Cited by 220 · see citing works
“The theory assumes the distinction between categories of knowledge made by Geary (2002, 2005, 2008, 2012; Geary & Berch, 2016) who distinguished between biologically primary and secondary knowledge.”
A Cognitive Load Theory Approach to Defining and Measuring Task Complexity Through Element Interactivity
Chen, O., Paas, F., & Sweller, J. (2023) · Educational Psychology Review · doi:10.1007/s10648-023-09782-w · Cited by 224 · see citing works
“Information may be categorised as either biologically primary or secondary (Geary, 2005, 2008, 2012; Geary & Berch, 2016).”
Background
Cognitive load theory and individual differences
Sweller, J. (2024) · Learning and Individual Differences · doi:10.1016/j.lindif.2024.102423 · Cited by 214 · see citing works
Teachers’ and Students’ Belief Systems About the Self-Regulation of Learning
Lawson, M. J., Vosniadou, S., Deur, P. V., Wyra, M., & Jeffries, D. (2018) · Educational Psychology Review · doi:10.1007/s10648-018-9453-7 · Cited by 189 · see citing works
From Theory to Practice: The Application of Cognitive Load Theory to the Practice of Medicine
Szulewski, A., Howes, D., van Merriënboer, J. J. G., & Sweller, J. (2021) · Academic Medicine · doi:10.1097/acm.0000000000003524 · Cited by 171 · see citing works
Learning subject content through a foreign language should not ignore human cognitive architecture: A cognitive load theory approach
Roussel, S., Joulia, D., Tricot, A., & Sweller, J. (2017) · Learning and Instruction · doi:10.1016/j.learninstruc.2017.04.007 · Cited by 155 · see citing works
The Role of Evolutionary Psychology in Our Understanding of Human Cognition: Consequences for Cognitive Load Theory and Instructional Procedures
Sweller, J. (2021) · Educational Psychology Review · doi:10.1007/s10648-021-09647-0 · Cited by 135 · see citing works
Problem-solving or Explicit Instruction: Which Should Go First When Element Interactivity Is High?
Ashman, G., Kalyuga, S., & Sweller, J. (2020) · Educational Psychology Review · doi:10.1007/s10648-019-09500-5 · Cited by 103 · see citing works
“…theory assumes that most instructional information results in the acquisition of biologically secondary rather than primary knowledge (Geary, 2008; Geary & Berch, 2016) where primary knowledge consists of information that we have evolved to acquire such as learning to listen and speak a native…”
Background
Implications of Cognitive Load Theory for Multimedia Learning
PAAS, F. G. W. C., & Sweller, J. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108894333.009 · Cited by 99 · see citing works
The impact of video lecturers’ nonverbal communication on learning – An experiment on gestures and facial expressions of pedagogical agents
Schneider, S., Krieglstein, F., Beege, M., & Rey, G. D. (2021) · Computers & Education · doi:10.1016/j.compedu.2021.104350 · Cited by 93 · see citing works
Instructional Visualizations, Cognitive Load Theory, and Visuospatial Processing
Castro-Alonso, J., Ayres, P., & Sweller, J. (2019) · Visuospatial Processing for Education in Health and Natural Sciences · doi:10.1007/978-3-030-20969-8_5 · Cited by 74 · see citing works
Studying User Satisfaction with the MOOC Platform Interfaces Using the Example of Coursera and Open Education Platforms
Korableva, O., Durand, T., Kalimullina, O., & Stepanova, I. (2019) · International Conference on Big Data and Education (ICBDE) · doi:10.1145/3322134.3322139 · Cited by 75 · see citing works
“According to the theory of cognitive load, knowledge is divided into primary and secondary [8, 9, 10, 11].”
Background
Collaborative learning effects when students have complete or incomplete knowledge
Retnowati, E., Ayres, P., & Sweller, J. (2018) · Applied Cognitive Psychology · doi:10.1002/acp.3444 · Cited by 66 · see citing works
Cognitive Load Theory, Resource Depletion and the Delayed Testing Effect
Leahy, W., & Sweller, J. (2019) · Educational Psychology Review · doi:10.1007/s10648-019-09476-2 · Cited by 59 · see citing works
Using cognitive load theory to structure computer‐based learning including MOOCs
Chen, O., Woolcott, G., & Sweller, J. (2017) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12188 · Cited by 56 · see citing works
“Knowledge can be divided into biologically primary and biologically secondary categories (Geary, 2007, 2008, 2012; Geary & Berch, 2016).”
Background
Should self-regulated learning be integrated with cognitive load theory? A commentary
Sweller, J., & Paas, F. (2017) · Learning and Instruction · doi:10.1016/j.learninstruc.2017.05.005 · Cited by 54 · see citing works
The Curriculum Design Coherence Model in the Knowledge‐Rich School Project
Rata, E. (2021) · Review of Education · doi:10.1002/rev3.3254 · Cited by 50 · see citing works
Instructional Design
Sweller, J. (2021) · Springer eBooks · doi:10.1007/978-3-319-19650-3_2438 · Cited by 45 · see citing works
Challenges and Affordances of Cognitive Load Management in Technology-Assisted Language Learning: A Systematic Review
Bahari, A. (2022) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2021.2019957 · Cited by 56 · see citing works
“However, drawing on Geary ’ s evolutionary educational psychology (Geary & Berch, 2016), Sweller (2020) argues that inappropriate integration of different channels of information through educational technologies can result in negative mental challenges (i.e., cognitive load that hinders information…”
Background
Adaptive Education: Learning and Remembering with a Stone-Age Brain
Nairne, J. S. (2022) · Educational Psychology Review · doi:10.1007/s10648-022-09696-z · Cited by 45 · see citing works
“Our learning management systems should also align with any natural “tunings” or innate content biases that are representative of all human learners (Geary, 2002; Geary & Berch, 2016).”
Background
Using Primary Knowledge in Unpopular Statistics Exercises
Lespiau, F., & Tricot, A. (2022) · Educational Psychology Review · doi:10.1007/s10648-022-09699-w · Cited by 36 · see citing works
“Geary (2007, 2008, 2012; Geary & Berch, 2015, 2016) proposed a distinction between biological primary knowledge — characterized as old, having developed since the beginnings of homo sapiens, e.g .”
BackgroundMethodResultInfluential
Comparing face-to-face and computer-mediated collaboration when teaching EFL writing skills
Jiang, D., Kalyuga, S., & Sweller, J. (2020) · Educational Psychology · doi:10.1080/01443410.2020.1785399 · Cited by 34 · see citing works
Self-Directed Education—Unschooling and Democratic Schooling
Gray, P. (2017) · Oxford Research Encyclopedia of Education · doi:10.1093/acrefore/9780190264093.013.80 · Cited by 18 · see citing works
The effect of narrative-based E-learning systems on novice users' cognitive load while learning software applications
Darejeh, A., Marcus, N., & Sweller, J. (2021) · Educational Technology Research and Development · doi:10.1007/s11423-021-10024-5 · Cited by 29 · see citing works
“Evolutionary psychology indicates the categories of knowledge that are important when considering instructional design (Geary, 2008, 2012; Geary & Berch, 2016; Sweller, 2016a).”
Background
Exploring the Development and Research Focus of Cognitive Load Theory, as Described by Its Founders: Interviewing John Sweller, Fred Paas, and Jeroen van Merriënboer
Mavilidi, M. F., & Zhong, L. (2019) · Educational Psychology Review · doi:10.1007/s10648-019-09463-7 · Cited by 30 · see citing works
“His work is quite central to human cognitive architecture (Geary and Berch 2016).”
Background
The advantages of listening to academic content in a second language may be outweighed by disadvantages: A cognitive load theory approach
Roussel, S., Tricot, A., & Sweller, J. (2021) · British Journal of Educational Psychology · doi:10.1111/bjep.12468 · Cited by 27 · see citing works
Using Primary Knowledge: an Efficient Way To Motivate Students and Promote the Learning of Formal Reasoning
Lespiau, F., & Tricot, A. (2019) · Educational Psychology Review · doi:10.1007/s10648-019-09482-4 · Cited by 24 · see citing works
“Hence, such secondary knowledge is difficult and takes a long time to acquire, very demanding in cognitive resources, and often necessitating extrinsic motivation (Geary and Berch 2016).”
BackgroundMethodInfluential
Twenty-First Century Learning and the Case for More Knowledge About Knowledge
McPhail, G. J. (2020) · New Zealand Journal of Educational Studies · doi:10.1007/s40841-020-00172-2 · Cited by 24 · see citing works
Evolution of Self-Awareness and the Cultural Emergence of Academic and Non-academic Self-Concepts
Geary, D. C., & Xu, K. M. (2022) · Educational Psychology Review · doi:10.1007/s10648-022-09669-2 · Cited by 28 · see citing works
“The potential ways in which secondary abilities can be built from primary systems (Geary, 2007, 2008, 2022; Geary & Berch, 2016) and associated instructional implications (Sweller, 2021; Sweller et al., 2019) are discussed elsewhere.”
BackgroundSelf-citation
How Children Invented Humanity
Bjorklund, D. F. (2020) · doi:10.1093/oso/9780190066864.001.0001 · Cited by 41 · see citing works
Motivating the Learning Process: Integrating Self-Determination Theory Into a Dynamical Systems Framework
Osei, P. C., & Bjorklund, D. F. (2024) · Educational Psychology Review · doi:10.1007/s10648-024-09934-6 · Cited by 38 · see citing works
Improving student success in chemistry through cognitive science
Hartman, J. R., Nelson, E. A., & Kirschner, P. A. (2022) · Foundations of Chemistry · doi:10.1007/s10698-022-09427-w · Cited by 27 · see citing works
Primary vs. secondary knowledge contents in reasoning: Motivated and efficient vs. overburdened
Lespiau, F., & Tricot, A. (2022) · Acta Psychologica · doi:10.1016/j.actpsy.2022.103610 · Cited by 22 · see citing works
Cognitive load considerations for Augmented Reality in network security training
Herbert, B. M., Wigley, G., Ens, B. M., & Billinghurst, M. (2021) · Computers & Graphics · doi:10.1016/j.cag.2021.09.001 · Cited by 20 · see citing works
The Evolved Mind and Modern Education
Geary, D. C. (2024) · Cambridge University Press eBooks · doi:10.1017/9781009454858 · Cited by 18 · see citing works
Self-citation
Blind spots in medical education: how can we envision new possibilities?
Tackett, S. A., Steinert, Y., Whitehead, C. R., Reed, D. A., & Wright, S. M. (2022) · Perspectives on Medical Education · doi:10.1007/s40037-022-00730-y · Cited by 19 · see citing works
“good—such as improving the health and life experiences of all individuals [30].”
Background
Implementing Augmented Reality to Facilitate the Learning of Oral Histology
Sharmin, N., Chow, A. K., Votta, D., & Maeda, N. (2022) · Healthcare Informatics Research · doi:10.4258/hir.2022.28.2.170 · Cited by 18 · see citing works
“The information that we learn can be either primary or secondary [4].”
Background
Discussion of the special issue on cognitive load theory
Sweller, J. (2023) · British Journal of Educational Psychology · doi:10.1111/bjep.12606 · Cited by 18 · see citing works
Conceptualizing a Radical Visible Pedagogy
Barrett, B. D., & McPhail, G. J. (2021) · Journal of Education · doi:10.1177/00220574211053576 · Cited by 16 · see citing works
“It is the epistemic structure of disciplinary knowledge—its structured coherence—which is pivotal for cognitive development (Geary & Berch, 2016).”
Background
Evolutionary Perspectives on Educational Psychology: Motivation, Instructional Design, and Child Development
Geary, D. C., & Xu, K. M. (2022) · Educational Psychology Review · doi:10.1007/s10648-022-09710-4 · Cited by 13 · see citing works
“…possible, even likely, that some combination of an organized curriculum (i.e., sequenced skills and knowledge goals) and gently guided (by a teacher) student exploration will facilitate the learning of some types of academic material (Bjorklund, 2020, 2022; Geary & Berch, 2016; Toub et al., 2016).”
BackgroundSelf-citation
An Introduction to Positive Evolutionary Psychology
Geher, G., Fritche, M., Goodwine, A., Lombard, J., Longo, K. D., & Montana, D. (2023) · Cambridge University Press eBooks · doi:10.1017/9781009286817 · Cited by 13 · see citing works
Primary knowledge enhances performance and motivation in reasoning
Lespiau, F., & Tricot, A. (2018) · Learning and Instruction · doi:10.1016/j.learninstruc.2018.02.007 · Cited by 12 · see citing works
Framing mathematical content in evolutionarily salient contexts improves students’ learning motivation
Alipour, M., Aminifar, E., Geary, D. C., & Ebrahimpour, R. (2023) · Learning and Motivation · doi:10.1016/j.lmot.2023.101894 · Cited by 14 · see citing works
Self-citation
Reconceptualising the school curriculum to address global challenges: Marrying aims‐based and ‘powerful knowledge’ approaches
Markwick, A., & Reiss, M. J. (2024) · The Curriculum Journal · doi:10.1002/curj.258 · Cited by 11 · see citing works
“Geary and Berch (2016) distinguish between primary or ‘folk domains’ of knowledge, which we are hard-wired to learn through both social and environments interactions that ‘emerge from a combination of inherent cognitive biases and evolutionarily expectant experi-ences’ (p. 219), and secondary…”
Background
Knowledge and the New Zealand curriculum ‘refresh’
McPhail, G. J., Ormond, B. M., & Siteine, A. (2023) · Journal of Curriculum Studies · doi:10.1080/00220272.2023.2256010 · Cited by 10 · see citing works
“…how learning actually happens, for example from the extensive cognitive science literature, and the relationship between this knowledge of cognitive development and the affordances of exposure to epistemically structured knowledge as fundamental to human cognitive development (Geary & Berch, 2016).”
Background
An Integrated Human Cognitive Architecture
Sweller, J. (2025) · Educational Psychology Review · doi:10.1007/s10648-025-10089-1 · Cited by 13 · see citing works
“We have evolved to unconsciously acquire some information, called biologically primary information, while a different category of information, called biologically secondary information, is acquired with conscious effort (Geary, 2007, 2008, 2012, 2024 ; Geary & Berch, 2016).”
Increasing learner interactions with E-learning systems can either decrease or increase cognitive load depending on the nature of the interaction
Darejeh, A., Marcus, N., & Sweller, J. (2022) · L’Année psychologique · doi:10.3917/anpsy1.223.0405 · Cited by 8 · see citing works
The effect of element interactivity and mental rehearsal on working memory resource depletion and the spacing effect
Chen, O., Chan, B. K. Y., Anderson, E., O’Sullivan, R., Jay, T., Ouwehand, K., PAAS, F. G. W. C., & Sweller, J. (2024) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2024.102281 · Cited by 7 · see citing works
A Cognitive Load Approach to Molecular Geometries: Augmented Reality Technology and Visuospatial Abilities in Chemistry
Kenneally, C. D., & Bentley, B. (2024) · Education Sciences · doi:10.3390/educsci14091036 · Cited by 8 · see citing works
“The evolution of innate cognitive knowledge that is essential to survival is known within the discipline of evolutionary educational psychology as biological primary knowledge [2].”
Impact of the Stroop Effect on Cognitive Load Using Subjective and Psychophysiological Measures
Muke, P. Z., Piwowarczyk, M., Telec, Z., Trawiński, B., Maharani, P. A., & Bresso, P. (2021) · Lecture notes in computer science · doi:10.1007/978-3-030-88081-1_14 · Cited by 7 · see citing works
Dynamical systems organization of the behavioral process in child development: Outlining ascending visual information from the retina to the frontal cortex in the context of face perceptions
Osei, P. C., & Bjorklund, D. F. (2024) · Developmental Review · doi:10.1016/j.dr.2024.101118 · Cited by 6 · see citing works
Insights from Cognitive Science on Mathematical Learning *
Geary, D. C., Berch, D. B., Ochsendorf, R. J., & Koepke, K. M. (2017) · Elsevier eBooks · doi:10.1016/b978-0-12-805086-6.00001-1 · Cited by 6 · see citing works
Self-citation
The relationship between interleaving and variability effects: a cognitive load theory perspective
Chen, O., Retnowati, E., Castro-Alonso, J. C., Paas, F., & Sweller, J. (2023) · Education Sciences · doi:10.3390/educsci13111138 · Cited by 11 · see citing works
Build it and they will come: responses to the provision of online science of language and reading professional learning
Snow, P. C., Serry, T. A., Charles, E., & Barbousas, J. (2024) · Australian Journal of Learning Difficulties · doi:10.1080/19404158.2024.2372250 · Cited by 5 · see citing works
“Truisms such as this have not assisted teachers with everyday classroom practice and maintain an unhelpful lack of focus on reading as a discrete, biologically secondary skill (Geary & Berch, 2016) that needs to be taught.”
Apprendre un contenu disciplinaire en langue étrangère : enjeux politiques, théoriques et pratiques pour l'internationalisation des formations dans l'enseignement supérieur
Roussel, S. (2019) · Recherche et pratiques pédagogiques en langues de spécialité · doi:10.4000/apliut.7162 · Cited by 6 · see citing works
Worked Examples
Sweller, J., & Ayres, P. (2022) · Oxford University Press eBooks · doi:10.1093/oxfordhb/9780199841332.013.17 · Cited by 5 · see citing works
Child-Computer Interaction Dynamics: A Systematic Review of Social Media Embedded Interactive Tools and Their Psychological Impacts
Balcha, A. R., & Chen, H. (2025) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2025.2492297 · Cited by 4 · see citing works
Reasoning More Efficiently with Primary Knowledge Despite Extraneous Cognitive Load
Lespiau, F., & Tricot, A. (2024) · Evolutionary Psychology · doi:10.1177/14747049241252694 · Cited by 5 · see citing works
“By de ﬁ nition (Geary & Berch, 2016), primary knowledge requires less cognitive resources thus is processed more quickly and easily compared with secondary knowledge.”
BackgroundResultInfluential
Instructional Design
Sweller, J. (2017) · Springer eBooks · doi:10.1007/978-3-319-16999-6_2438-1 · Cited by 4 · see citing works
Hastening slowly on classroom-based conversational skills teaching: A commentary on Abbot-Smith et al., 2023
Snow, P. C., Weadman, T. A., & Serry, T. A. (2023) · First Language · doi:10.1177/01427237231200443 · Cited by 4 · see citing works
“Geary’s evolutionarily informed theory holds that ‘Folk domains represent universal forms of knowledge and competencies that emerge from a combination of inherent cognitive biases and evolutionarily expectant experiences’ (Geary & Berch, 2016, p. 219).”
Background
The New Zealand mathematics curriculum: A critical commentary
Morrow, N., Rata, E., & Evans, T. (2022) · STEM Education · doi:10.3934/steme.2022004 · Cited by 3 · see citing works
Children, Childhood, and Development in Evolutionary Perspective
Bjorklund, D. F. (2020) · Oxford University Press eBooks · doi:10.1093/oso/9780190066864.003.0001 · Cited by 4 · see citing works
Designing mathematics standards in agreement with science
Hartman, J. R., Hart, S., Nelson, E. A., & Kirschner, P. A. (2023) · International Electronic Journal of Mathematics Education · doi:10.29333/iejme/13179 · Cited by 5 · see citing works
“Learning that occurs automatically is termed primary learning (Geary & Berch, 2016).”
Background
Does the size of tracing actions affect learning outcomes?
Galbraith, F., & Ginns, P. (2023) · The Educational and Developmental Psychologist · doi:10.1080/20590776.2022.2161879 · Cited by 2 · see citing works
“The second evolutionary perspective to inform CLT derives from the work of David Geary (e.g., D. Geary, 2008; Geary & Berch 2016).”
Background
Cognitive Load Measurement Methods for Usability Testing: A Critical Analysis and Framework for Interface Evaluation
Darejeh, A., Marcus, N., Mohammadi, G., & Sweller, J. (2026) · Human Factors The Journal of the Human Factors and Ergonomics Society · doi:10.1177/00187208261427867 · Cited by 2 · see citing works
The Relationship Between Cognitive Offloading and the Transient Information Effect
Chen, O., Allen, R. J., Waterman, A., & Sweller, J. (2026) · Educational Psychology Review · doi:10.1007/s10648-026-10132-9 · Cited by 2 · see citing works
Design Colaborativo em Literacia de Dados no Complexo do Alemão: Uma Abordagem Inspirada no Método Paulo Freire
Brito, L. S., Dias, A. F. S., França, J. B. D. S., & Vivacqua, A. S. (2024) · Simpósio Brasileiro de Sistemas Colaborativos (SBSC) · doi:10.5753/sbsc_estendido.2024.238573 · Cited by 2 · see citing works
“Os princ´ıpios do DE derivam-se do conhecimento sobre a cognic¸˜ao hu-mana e est˜ao relacionados ao conhecimento secund´ario [Geary and Berch 2016], que or-ganiza o conhecimento em biol´ogico ou evolutivo e conhecimento prim´ario.”
Background
Critiquing the Critique: Postcolonialism, Moral Concerns, and Epistemology: An essay review of The Routledge Handbook to Sociology of Music Education, Part I
McPhail, G. J. (2023) · Action Criticism and Theory for Music Education · doi:10.22176/act22.1.6 · Cited by 2 · see citing works
Effects of videos with whole-body movements on young children’s geography learning
Mavilidi, M. F., PAAS, F. G. W. C., Zou, L., Lubans, D. R., Mokhtari, L., Schmidt, M., Castro-Alonso, J. C., Ng, R., & Bennett, S. (2026) · npj Science of Learning · doi:10.1038/s41539-026-00408-8 · Cited by 1 · see citing works
“Tobegin with, building on Geary ’ s work 6,7 , which emphasized the distinction between biologically primary and secondary knowledge, Paas and Sweller 3 have incorporated an evolutionary approach to learning.”
Applying ADDIE Model to Develop Multimedia Lessons for Adolescent Reproductive Health Education in Uganda
Bada, J. K., Atcero, M., Dopia, B. A., Ayikoru, M., Asianzu, E., & Abima, B. (2024) · University of Dar es Salaam Library Journal · doi:10.4314/udslj.v18i2.7 · Cited by 1 · see citing works
Epilogue
Bjorklund, D. F. (2020) · Oxford University Press eBooks · doi:10.1093/oso/9780190066864.003.0008 · Cited by 1 · see citing works
2019 - « Apprendre un contenu disciplinaire en langue étrangère : enjeux politiques, théoriques et pratiques pour l'internationalisation des formations dans l'enseignement supérieur »
Roussel, S. (2021) · Recherche et pratiques pédagogiques en langues de spécialité · doi:10.4000/apliut.8422 · Cited by 1 · see citing works
Theoretical Foundations
Mayer, R. E., & Fiorella, L. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108894333.007 · Cited by 2 · see citing works
Social Learning
Leahy, W. (2021) · Springer eBooks · doi:10.1007/978-3-319-19650-3_2389 · Cited by 1 · see citing works
Copyright Page
Bjorklund, D. F. (2020) · Oxford University Press eBooks · doi:10.1093/oso/9780190066864.002.0003 · Cited by 1 · see citing works
Language-Switching Costs in Bilingual Mathematics Learning
Hahn, C. (2019) · doi:10.53846/goediss-7530
Evolutionary Mismatches in the Development of Today’s Children
Bjorklund, D. F. (2020) · Oxford University Press eBooks · doi:10.1093/oso/9780190066864.003.0007
Adaptable Ancestors
Bjorklund, D. F. (2020) · Oxford University Press eBooks · doi:10.1093/oso/9780190066864.003.0003
Developing the Evolved Social Brain
Bjorklund, D. F. (2020) · Oxford University Press eBooks · doi:10.1093/oso/9780190066864.003.0006
Embryos and Ancestors
Bjorklund, D. F. (2020) · Oxford University Press eBooks · doi:10.1093/oso/9780190066864.003.0004
Changeable Children
Bjorklund, D. F. (2020) · Oxford University Press eBooks · doi:10.1093/oso/9780190066864.003.0002
The Adaptive Value of Immaturity (or The Benefits of Being Young at Heart)
Bjorklund, D. F. (2020) · Oxford University Press eBooks · doi:10.1093/oso/9780190066864.003.0005
School Environment
Pinquart, M. (2021) · Springer eBooks · doi:10.1007/978-3-319-19650-3_2434
Social Learning
Leahy, W. (2017) · Springer eBooks · doi:10.1007/978-3-319-16999-6_2389-1
School Environment
Pinquart, M. (2017) · Springer eBooks · doi:10.1007/978-3-319-16999-6_2434-1
Improving Student Learning Outcomes By Modifying Baseball Props In The Shot Put Learning
Purnomo, A. D., Kamadi, L., & Haeruddin, S. (2022) · ETDC Indonesian Journal of Research and Educational Review · doi:10.51574/ijrer.v1i3.309
“Essential movement abilities are a phenomenon that is always inherent in childhood (Geary & Berch, 2016).”
Background
Dedication
Bjorklund, D. F. (2020) · Oxford University Press eBooks · doi:10.1093/oso/9780190066864.002.0004
Notes
Bjorklund, D. F. (2020) · Oxford University Press eBooks · doi:10.1093/oso/9780190066864.002.0008
Preface
Bjorklund, D. F. (2020) · Oxford University Press eBooks · doi:10.1093/oso/9780190066864.002.0007
Cognitive Load Factors in Online Home-Based Learning
Nordin, N. A., & Halim, N. D. A. (2024) · Innovative Teaching and Learning Journal · doi:10.11113/itlj.v8.159
El efecto de la evaluación colaborativa en el aprendizaje de los conectores en el área de Lengua y Literatura
Olaya, A. J. N., Maridueña, R. A. M., Noblecilla, D. E. B., & Noblecilla, A. E. B. (2024) · LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades · doi:10.56712/latam.v5i6.3033
Executive Summary
Surma, T., Vanhees, C., Wils, M., Nijlunsing, J., Crato, N., Hattie, J., Muijs, D., Rata, E., Wiliam, D., & Kirschner, P. A. (2025) · Springer briefs in education · doi:10.1007/978-3-031-74661-1_5
How Knowledge Matters
Surma, T., Vanhees, C., Wils, M., Nijlunsing, J., Crato, N., Hattie, J., Muijs, D., Rata, E., Wiliam, D., & Kirschner, P. A. (2025) · Springer briefs in education · doi:10.1007/978-3-031-74661-1_2
“Attention” in Second Language Learning: Implications for Teaching Practice
Roussel, S. (2025) · Journal of the European Second Language Association · doi:10.22599/jesla.146
“From an evolutionary psychology point of view, Geary & Berch (2016) posit that primary knowledge is essential for adapting to one’s immediate environment and is broadly applicable across contexts, whereas secondary knowledge is specialized and critical for social and professional life.”
Système immunitaire comportemental et effet contamination : une mémoire de l'âge de pierre dans un monde moderne
Thiebaut, G. (2023) · theses.fr (ABES) · doi:10.70675/685bd722z071ez4195z8da4zaed517e212ec

Authors: Geary, D. C., & Berch, D. B.
Affiliations: University of Missouri (US)
University of Virginia (US)
Corresponding author: Geary, David C.
ORCID: Geary, David C.
Berch, Daniel B.
Venue: Evolutionary Psychology
Publisher: Springer International Publishing
Published: 2016
Pages: 217-249
ISSN: 2197-9898 (ISSN-L)
2197-9901
DOI: 10.1007/978-3-319-29986-0_9
OpenAlex: W2460574198
Cited by: 101
References: 180
Citations by year: 2026: 5 · 2025: 5 · 2024: 13 · 2023: 11 · 2022: 13 · 2021: 14 · 2020: 16 · 2019: 10 · 2018: 4 · 2017: 8 · 2016: 1
FWCI: 20.66
Type: book chapter
Language: en
Open access: closed
Licence: www.springer.com/tdm (unspecified)
Locations: Evolutionary psychology (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
Social Sciences › Psychology › Experimental and Cognitive Psychology › Evolutionary Psychology and Human Behavior
Social Sciences › Psychology › Developmental and Educational Psychology › Psychology of Development and Education
Keywords: child cognitive development, academic development, folk psychology, folk biology, folk physics, cognitive biases, motivational biases, educational intervention design

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