Year: 2003
Type: article
Abstract: A central theoretical issue in evolutionary developmental psychology concerns the relation between evolved systems of folk knowledge and academic learning in modern schools. A model for conceptualizing motivational biases, cognitive competencies (e.g., language), and children's inherent developmental activities that compose these systems of folk knowledge is presented. Implications for children's learning of culture-specific academic competencies, such as reading, and associated motivational and instructional issues are then discussed. The thesis is that the motivational, cognitive, and developmental systems that compose folk knowledge are not sufficient for academic learning, but are the foundation from which academic competencies are built. Implications for educational theory and research are profound
Author: David C. Geary
Institution: University of Missouri
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2017697649