Principles of evolutionary educational psychology

By David C. Geary. 2002

152 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/0db950e09bf26df50a0122424fbe75373c4a0960

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Citations in the corpus

The Rationality Debate: Application of Cognitive Psychology to Mathematics Education (2006, background): “While monitoring and critiquing S1 is one of the reasons S2 has evolved in the first place, monitoring the S1/S2 interaction seems to be what Geary (2002) has called secondary cognitive ability, one which will not normally develop without explicit instruction.”
Getting the point: Tracing worked examples enhances learning (2015, background): “Instructional implications of David C. Geary’s evolutionary educational psychology.”
Measuring School Readiness: Conceptual and Practical Considerations (2006, background): “There is one additional perspective on school readiness, bridging the maturationist and transactional approaches, that can be drawn from evolutionary developmental psychology (e.g., Bjorkland & Pellegrini, 2000, 2002; Geary, 2002; Geary & Bjorkland, 2000; Lickliter & Berry, 1990).”
Ecological dominance, social competition, and coalitionary arms races: Why humans evolved extraordinary intelligence. (2005, background): “Increased sophistication in social cognition (Adolphs, 2003; Geary & Huffman, 2002; Siegel & Varley, 2002) and the components of general intelligence, are posited to coevolve with a suite of other characteristics, including altricial infants, lengthy childhood, intensive parenting, concealed…”
Why Minimally Guided Teaching Techniques Do Not Work: A Reply to Commentaries (2007, background): “If there is a disagreement, it is that both commentaries stop short of what we see as the ultimate conclusion, namely, a need for the major instructional emphasis to be on direct, explicit instruction such as worked examples, case studies as modeling examples, or just tuition (see Van Merriënboer & ”
Intuitive vs analytical thinking: four perspectives (2009, methodology): “We all do manage, however, to learn many modern skills (such as writing or driving, or some mathematics) because of our mind’s plasticity and its ability to “co-opt” ancient cognitive mechanisms for new purposes (Bjorklund & Pellegrini, 2002; Geary, 2002).”
An Evolutionarily Informed Education Science (2008, background): “I provide a précis of this interface between evolution and culture, which can be termed evolutionary educational psychology; more extensive treatments are provided in Geary (2002, 2005, 2007a, 2007c).”
Can Collaborative Learning Improve the Effectiveness of Worked Examples in Learning Mathematics? (2017, background): “A perspective from evolutionary educational psychology (Geary, 1995, 2002) can be used to explain why collaborative learning was rarely superior to individual learning.”
Development of Mathematical Understanding. (2007, background): “Other features of academic mathematics, such as the base-10 system, are more remote from the supporting primary systems (Geary, 2002).”
Cultural Adaptations to Environmental Variability: An Evolutionary Account of East–West Differences (2011, background): “These and other invariant information patterns about the physical world constrain the perceptual and cognitive systems, resulting in modular processing and knowledge clusters known as folk physics (see Geary 2002, for detailed treatment of folk knowledge and abilities).”