The Origins of Human Nature: Evolutionary Developmental Psychology

By David F. Bjorklund, Anthony D. Pellegrini. 2003

370 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7898624a88689f9ed4d988c1f3f7a65874d8e9af

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Citations in the corpus

Introduction to Interpersonal Acceptance-Rejection Theory (IPARTheory) and Evidence (2016, background): “…with the postulate that over the course of shared biocultural evolution, humans everywhere have developed the enduring, biologically-based emotional need for positive response from the people most important to them (Baumeister & Leary, 1995; Bjorklund & Pellegrini, 2002; Leary, 1999; Rohner, 1975).”
Theory of mind and inhibitory control in three cultures: Conflict inhibition predicts false belief understanding in Germany, Costa Rica and Cameroon (2006, background): “First, given the existing evolutionary accounts for gender differences in inhibitory control (see Bjorklund & Kipp, 1996; Bjorklund & Pellegrini, 2002), it is surprising that in our study girls did not outperform boys in inhibitory control, but did so in theory of mind.”
Attachment and Culture (2013, background): “This difference is also the starting point for the growing interest in an evolutionary developmental psychology (Bjorklund & Pellegrini, 2002; Keller, 2001).”
Pancultural Associations Between Perceived Parental Acceptance and Psychological Adjustment of Children and Adults (2012, result): “These assumptions are embedded in PARTheory’s phylogenetic perspective (Rohner, 1975, 1986), a perspective that is strikingly similar to perspectives found in contemporary evolutionary psychology (Bjorklund & Pellegrini, 2002; Confer et al., 2010).”
Discussion: Three Ways to Misunderstand Developmental Systems Theory (2005, background): “Whilst empirical work in this research tradition continues (Michel and Moore 1995; Bjorklund and Pellegrini 2002), many authors agree that its lessons have been largely forgotten in the evolutionary study of mind and behavior and that modern evolutionary psychology would benefit from their revival (”
Children's Expressions of Exhilaration and Fear in Risky Play (2009, background): “The benefits of play can be deferred (useful for later adulthood) and benefits can be immediate (initially selected to adapt individuals to their current environment) (Bekoff & Byers, 1981; Pellegrini & Smith, 1998; Bjorklund & Pellegrini, 2002; Pellegrini & Bjorklund, 2004; Smith, 2005).”
An Evolutionarily Informed Education Science (2008, background): “I begin with the basic premises and principles of evolutionary educational psychology and then discuss implications for potential motivational and cognitive mechanisms, respectively, that may contribute to the acquisition of secondary knowledge and abilities in school.”
Children's play, well-being and involvement: how children play indoors and outdoors in Norwegian early childhood education and care institutions (2019, background): “– which means that they obtained various experiences from different kinds of activities and stimuli that promoted learning, learning skills, and agency (Bjorklund & Pellegrini, 2002; Pellegrini & Smith, 1998; Sandseter & Seland, 2016; Wiltz & Fein, 2006).”
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).”
Intuitive vs analytical thinking: four perspectives (2009, background): “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).”