Titlebook: Evolutionary Perspectives on Child Development and Education; David C. Geary,Daniel B. Berch Book 2016 Springer International Publishing S

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Kirill I. Tumanov,Gerasimos Spanakisich objects are used across childhood. In this chapter, I first describe the different forms of object use (i.e., exploration, construction, play, tool use, and toolmaking) for boys and girls in childhood, and then establish time budgets for each type of object use. Second, I make functional inferen

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https://doi.org/10.1007/978-3-031-27961-4s found in any other species. We argue that these developmental activities co-evolved with attentional, cognitive, and motivational biases to learn some types of information but not others. These biases support a universal cognitive development that results in the fleshing out of inherent skeletal k

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https://doi.org/10.1007/978-3-030-75521-8ressures. Given nature’s criterion—enhancing inclusive fitness—our memory systems are likely biased or “tuned” to retain information that is fitness-relevant. Data consistent with this claim include: (1) processing information for its survival relevance leads to superior long-term retention—better,

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Sheikh Rabiul Islam,William Eberlecades. Lack of knowledge and religious objections are the most commonly cited roadblocks to developing understanding and acceptance of evolutionary theory. We argue that moving beyond these two challenges to include a broader array of “hot” constructs (i.e., affect and motivation) is required if evo

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Post-Hoc Interpretability and Explanations,ural development. Yet, as many students fail to achieve proficient scores on academic exams, education policymakers respond by narrowing their focus—accentuating content instruction over other developmental achievements. With an emphasis on grades over all else, the narrow goals of education become