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Evolution and Children’s Cognitive and Academic Development
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“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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Cited by
Sorted by citations
Sweller, J., Ayres, P., & Kalyuga, S. (2011) · Elsevier eBooks · doi:10.1007/978-1-4419-1428-6_446 · Cited by 6,172
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
Cognitive load theory and educational technology
Sweller, J. (2020) · Educational Technology Research and Development · doi:10.1007/s11423-019-09701-3 · Cited by 911
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 757
“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).”
BackgroundChen, O., Castro-Alonso, J. C., Paas, F., & Sweller, J. (2018) · Educational Psychology Review · doi:10.1007/s10648-017-9426-2 · Cited by 239
Sweller, J. (2023) · Educational Psychology Review · doi:10.1007/s10648-023-09817-2 · Cited by 220
“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.”
Cognitive load theory and individual differences
Sweller, J. (2024) · Learning and Individual Differences · doi:10.1016/j.lindif.2024.102423 · Cited by 214
Chen, O., Paas, F., & Sweller, J. (2023) · Educational Psychology Review · doi:10.1007/s10648-023-09782-w · Cited by 224
“Information may be categorised as either biologically primary or secondary (Geary, 2005, 2008, 2012; Geary & Berch, 2016).”
BackgroundTeachers’ 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 217
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
Roussel, S., Joulia, D., Tricot, A., & Sweller, J. (2017) · Learning and Instruction · doi:10.1016/j.learninstruc.2017.04.007 · Cited by 155
Sweller, J. (2021) · Educational Psychology Review · doi:10.1007/s10648-021-09647-0 · Cited by 150
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
“…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…”
BackgroundImplications 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 104
Schneider, S., Krieglstein, F., Beege, M., & Rey, G. D. (2021) · Computers & Education · doi:10.1016/j.compedu.2021.104350 · Cited by 100
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
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
“According to the theory of cognitive load, knowledge is divided into primary and secondary [8, 9, 10, 11].”
BackgroundCollaborative 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
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
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 69
“Knowledge can be divided into biologically primary and biologically secondary categories (Geary, 2007, 2008, 2012; Geary & Berch, 2016).”
BackgroundShould 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
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
Sweller, J. (2021) · Springer eBooks · doi:10.1007/978-3-319-19650-3_2438 · Cited by 45
Bahari, A. (2022) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2021.2019957 · Cited by 60
“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…”
BackgroundAdaptive 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 48
“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).”
BackgroundUsing Primary Knowledge in Unpopular Statistics Exercises
Lespiau, F., & Tricot, A. (2022) · Educational Psychology Review · doi:10.1007/s10648-022-09699-w · Cited by 36
“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 .”
BackgroundMethodResultInfluentialComparing 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 46
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
Darejeh, A., Marcus, N., & Sweller, J. (2021) · Educational Technology Research and Development · doi:10.1007/s11423-021-10024-5 · Cited by 29
“Evolutionary psychology indicates the categories of knowledge that are important when considering instructional design (Geary, 2008, 2012; Geary & Berch, 2016; Sweller, 2016a).”
BackgroundMavilidi, M. F., & Zhong, L. (2019) · Educational Psychology Review · doi:10.1007/s10648-019-09463-7 · Cited by 36
“His work is quite central to human cognitive architecture (Geary and Berch 2016).”
BackgroundRoussel, S., Tricot, A., & Sweller, J. (2021) · British Journal of Educational Psychology · doi:10.1111/bjep.12468 · Cited by 44
Lespiau, F., & Tricot, A. (2019) · Educational Psychology Review · doi:10.1007/s10648-019-09482-4 · Cited by 27
“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).”
BackgroundMethodInfluentialTwenty-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
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 32
“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-citationHow Children Invented Humanity
Bjorklund, D. F. (2020) · doi:10.1093/oso/9780190066864.001.0001 · Cited by 41
Osei, P. C., & Bjorklund, D. F. (2024) · Educational Psychology Review · doi:10.1007/s10648-024-09934-6 · Cited by 38
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 28
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
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 23
The Evolved Mind and Modern Education
Geary, D. C. (2024) · Cambridge University Press eBooks · doi:10.1017/9781009454858 · Cited by 19
Self-citationBlind 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
“good—such as improving the health and life experiences of all individuals [30].”
BackgroundImplementing 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
“The information that we learn can be either primary or secondary [4].”
BackgroundDiscussion of the special issue on cognitive load theory
Sweller, J. (2023) · British Journal of Educational Psychology · doi:10.1111/bjep.12606 · Cited by 18
Conceptualizing a Radical Visible Pedagogy
Barrett, B. D., & McPhail, G. J. (2021) · Journal of Education · doi:10.1177/00220574211053576 · Cited by 16
“It is the epistemic structure of disciplinary knowledge—its structured coherence—which is pivotal for cognitive development (Geary & Berch, 2016).”
BackgroundGeary, D. C., & Xu, K. M. (2022) · Educational Psychology Review · doi:10.1007/s10648-022-09710-4 · Cited by 13
“…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-citationAn 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
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
Alipour, M., Aminifar, E., Geary, D. C., & Ebrahimpour, R. (2023) · Learning and Motivation · doi:10.1016/j.lmot.2023.101894 · Cited by 14
Self-citationMarkwick, A., & Reiss, M. J. (2024) · The Curriculum Journal · doi:10.1002/curj.258 · Cited by 11
“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…”
BackgroundKnowledge 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
“…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).”
BackgroundAn Integrated Human Cognitive Architecture
Sweller, J. (2025) · Educational Psychology Review · doi:10.1007/s10648-025-10089-1 · Cited by 14
“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).”
Darejeh, A., Marcus, N., & Sweller, J. (2022) · L’Année psychologique · doi:10.3917/anpsy1.223.0405 · Cited by 8
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
Kenneally, C. D., & Bentley, B. (2024) · Education Sciences · doi:10.3390/educsci14091036 · Cited by 8
“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
Osei, P. C., & Bjorklund, D. F. (2024) · Developmental Review · doi:10.1016/j.dr.2024.101118 · Cited by 6
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
Self-citationThe 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
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
“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.”
Roussel, S. (2019) · Recherche et pratiques pédagogiques en langues de spécialité · doi:10.4000/apliut.7162 · Cited by 6
Sweller, J., & Ayres, P. (2022) · Oxford University Press eBooks · doi:10.1093/oxfordhb/9780199841332.013.17 · Cited by 5
Balcha, A. R., & Chen, H. (2025) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2025.2492297 · Cited by 4
Reasoning More Efficiently with Primary Knowledge Despite Extraneous Cognitive Load
Lespiau, F., & Tricot, A. (2024) · Evolutionary Psychology · doi:10.1177/14747049241252694 · Cited by 8
“By de fi nition (Geary & Berch, 2016), primary knowledge requires less cognitive resources thus is processed more quickly and easily compared with secondary knowledge.”
BackgroundResultInfluentialSweller, J. (2017) · Springer eBooks · doi:10.1007/978-3-319-16999-6_2438-1 · Cited by 4
Snow, P. C., Weadman, T. A., & Serry, T. A. (2023) · First Language · doi:10.1177/01427237231200443 · Cited by 4
“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).”
BackgroundThe New Zealand mathematics curriculum: A critical commentary
Morrow, N., Rata, E., & Evans, T. (2022) · STEM Education · doi:10.3934/steme.2022004 · Cited by 3
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
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 9
“Learning that occurs automatically is termed primary learning (Geary & Berch, 2016).”
BackgroundDoes 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
“The second evolutionary perspective to inform CLT derives from the work of David Geary (e.g., D. Geary, 2008; Geary & Berch 2016).”
BackgroundDarejeh, 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 51
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
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
“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.”
BackgroundMcPhail, G. J. (2023) · Action Criticism and Theory for Music Education · doi:10.22176/act22.1.6 · Cited by 2
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
“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.”
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
Bjorklund, D. F. (2020) · Oxford University Press eBooks · doi:10.1093/oso/9780190066864.003.0008 · Cited by 1
Roussel, S. (2021) · Recherche et pratiques pédagogiques en langues de spécialité · doi:10.4000/apliut.8422 · Cited by 1
Mayer, R. E., & Fiorella, L. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108894333.007 · Cited by 3
Leahy, W. (2021) · Springer eBooks · doi:10.1007/978-3-319-19650-3_2389 · Cited by 1
Bjorklund, D. F. (2020) · Oxford University Press eBooks · doi:10.1093/oso/9780190066864.002.0003 · Cited by 1
Language-Switching Costs in Bilingual Mathematics Learning
Hahn, C. (2019) · eDiss (Georg-August-Universität Göttingen) · 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
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
Bjorklund, D. F. (2020) · Oxford University Press eBooks · doi:10.1093/oso/9780190066864.003.0004
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
Pinquart, M. (2021) · Springer eBooks · doi:10.1007/978-3-319-19650-3_2434
Leahy, W. (2017) · Springer eBooks · doi:10.1007/978-3-319-16999-6_2389-1
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).”
BackgroundBjorklund, D. F. (2020) · Oxford University Press eBooks · doi:10.1093/oso/9780190066864.002.0004
Bjorklund, D. F. (2020) · Oxford University Press eBooks · doi:10.1093/oso/9780190066864.002.0008
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
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
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
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 · Cited by 1
“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.”
Thiebaut, G. (2023) · theses.fr (ABES) · doi:10.70675/685bd722z071ez4195z8da4zaed517e212ec
Metadata
- Authors
- Geary, D. C., & Berch, D. B.
- Affiliations
- University of Missouri (US)
- University of Virginia (US)
- Corresponding author
- Geary, David C.
- Venue
- Evolutionary Psychology
- Publisher
- Springer International Publishing
- Published
- 2016
- Pages
- 217-249
- ISSN
- 2197-9898 (ISSN-L)
- 2197-9901
- 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
- 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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