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Cited by 325Evolutionary Psychology and Human BehaviorPsychology of Development and EducationEvolution and Science Education

The DOI matches its Crossref record; 169 of the 169 references it cites were found in a registry or an index.

An Evolutionarily Informed Education Science

GEARY, DAVID C.·2008·Educational Psychologist
DOI 10.1080/00461520802392133
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Abstract

Schools are a central interface between evolution and culture. They are the contexts in which children learn the evolutionarily novel abilities and knowledge needed to function as adults in modern societies. Evolutionary educational psychology is the study of how an evolved bias in children's learning and motivational systems influences their ability and motivation to learn evolutionarily novel academic abilities and information in school. I provide an overview of evolved domains of mind, corresponding learning and motivational biases, and the evolved systems that allow humans to learn about and cope with variation and change within lifetimes. The latter enable the creation of cultural and academic innovations and support the learning of evolutionarily novel information in school. These mechanisms and the premises and principles of evolutionary educational psychology are described. Their utility is illustrated by discussion of the relation between evolved motivational dispositions and children's academic motivation and by the relation between evolved social-cognitive systems and mechanisms that support children's learning to read.

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Show all 169 references

Research works printed but not linked: 14

  1. Baddeley A. D., 1986, Working memory
  2. Bjorklund D. F., 2007, Educating the evolved mind: Conceptual foundations for an evolutionary educational psychology, 119
  3. Brown D. E., 1991, Human universals
  4. 10.1037/0003-066X.50.1.24 · DOI
  5. Geary D. C., 2007, Educating the evolved mind: Conceptual foundations for an evolutionary educational psychology, 1
  6. Geary D. C., 2007, Educating the evolved mind: Conceptual foundations for an evolutionary educational psychology, 177
  7. Gelman R., 1998, Handbook of child psychology, fifth edition: Vol. 2 Cognition, perception, and language, 575
  8. Harter S., 1998, Handbook of child psychology, fifth edition: Vol. 3, Social, emotional, and personality development, 1017
  9. Harter S., 2006, Handbook of child psychology, sixth edition: Vol. 3, Social, emotional, and personality development, 505
  10. Keil F. C., 1992, Modularity and constraints in language and cognition: The Minnesota symposia on child psychology, 25, 103
  11. Kuhl P. K., 1994, Neurobiology, 4, 812
  12. 2000, Teaching children how to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction
  13. Suddendorf T., 1997, Genetic, Social, and General Psychology Monographs., 123, 133
  14. 10.1037/0003-066X.55.1.159 · DOI

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Metadata

Authors
GEARY, D. C.
Affiliations
University of Missouri (US)
Corresponding author
GEARY, DAVID C.
ORCID
GEARY, DAVID C.
Venue
Educational Psychologist
Publisher
Informa UK Limited
Published
2008-10-23
Volume
43
Issue
4
Pages
179-195
ISSN
  • 0046-1520 (ISSN-L)
  • 1532-6985
DOI
10.1080/00461520802392133
OpenAlex
W2098051169
Cited by
324
References
169
Citations by year
2026: 19 · 2025: 26 · 2024: 30 · 2023: 26 · 2022: 21 · 2021: 28 · 2020: 26 · 2019: 17 · 2018: 15 · 2017: 12 · 2016: 20 · 2015: 19 · 2014: 14 · 2013: 17 · 2012: 5
FWCI
13.18
Type
journal article
Language
en
Open access
closed
Locations
Educational Psychologist (publishedVersion)
Topics
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Evolutionary Psychology and Human Behavior
  • Social Sciences › Psychology › Developmental and Educational Psychology › Psychology of Development and Education
  • Social Sciences › Arts and Humanities › History and Philosophy of Science › Evolution and Science Education
Keywords
motivational biases, academic motivation, children's learning, reading acquisition, cultural evolution, evolution and culture

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