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Evolutionary educational psychology is the study of the relation between inherent folk knowledge and abilities and accompanying inferential and attributional biases as these influence academic learning in evolutionarily novel cultural contexts, such as schools and the industrial workplace. The fundamental premises and principles of this discipline are presented below. ==The premises of evolutionary educational psychology== The premises state there are *(a) aspects of mind and brain that have evolved to draw the individuals’ attention to and facilitate the processing of social (folk psychology), biological (folk biology), physical (folk physics) information patterns that facilitated survival or reproductive outcomes during human evolution (Cosmides & Tooby, 1994; Geary, 2005; Gelman, 1990; Pinker, 1997; Shepard, 1994; Simon, 1956); *(b) although plastic to some degree, these primary abilities are inherently constrained to the extent associated information patterns tended to be consistent across generations and within lifetimes (e.g., Caramazza & Shelton, 1998; Geary & Huffman, 2002); *(c) other aspects of mind and brain evolved to enable the mental generation of potential future social, ecological, or climatic conditions and enable rehearsal of behaviors to cope with variation in these conditions, and are now known as general fluid intelligence, or gF (including skill at everyday reasoning/problem solving; Chiappe & MacDonald, 2005; Geary, 2005; Mithen, 1996); and *(d) children are inherently motivated to learn in folk domains, with the associated attentional and behavioral biases resulting in experiences that automatically and implicitly flesh out and adapt these systems to local conditions (Gelman, 1990; Gelman & Williams, 1998; Gelman, 2003). 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Evolutionary educational psychology」の詳細全文を読む スポンサード リンク
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