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Evolutionary Perspectives on Child Development and Education

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This stimulating volume assembles leading scholars to address issues
in children’s cognitive, academic, and social development through the lens of
evolutionary psychology.Debates and controversies in the field highlight the
potential value of this understanding, from basic early learning skills through
emerging social relationships in adolescence, with implications for academic
outcomes, curriculum development, and education policy.Children’s evolved
tendency toward play and exploration fuels an extended discussion on child-
versus adult-directed learning, evolutionary bases are examined for young
learners’ moral development, and contemporary theories of learning and memory
are viewed from an  evolutionary perspective.Along
the way, contributors’ recommendations illustrate real-world uses of evolution-based
learning interventions during key developmental years.Among the topics covered: 
The adaptive value of cognitive immaturity:
applications of evolutionary developmental psychology to early education               
play: a solution to the play versus learning dichotomy
Adolescent bullying in schools: an
evolutionary perspective                 
what it isn’t, what it is, and what it might be for
evolution education to a warming climate of teaching and learningThe effects of an evolution-informed school environment
on student performance and wellbeing 
Evolutionary Perspectives on Child Development and
Education will interest researchers and
graduate students working in diverse areas such as evolutionary psychology,
cultural anthropology, human ecology, developmental psychology, and educational
psychology. Researchers in applied developmental science and early education
will also find it useful.


Titel: Evolutionary Perspectives on Child Development and Education
Autoren/Herausgeber: David C. Geary, Daniel B. Berch (Hrsg.)
Aus der Reihe: Evolutionary Psychology
Ausgabe: 1st ed. 2016

ISBN/EAN: 9783319299846

Seitenzahl: 356
Format: 23,5 x 15,5 cm
Produktform: Hardcover/Gebunden
Gewicht: 760 g
Sprache: Englisch

David C.
Geary is
currently a Curators’ Professor in the Department of Psychological Sciences and
the Interdisciplinary Neuroscience Program at the University of Missouri. His
work spans a broad range of topics from children’s mathematical cognition and
development to the evolution of sex differences. He’s written four sole
authored books, Children’s Mathematical
Development (1994), Male, Female
(1998, 2nd edition, 2010), Origin
of Mind (2005), and Evolution of
Vulnerability (2015), one co-authored book, Sex Differences (2008), and is co-editing a five volume series on
Mathematical Cognition and Learning, the first two volumes of which have been
released; Evolutionary Origins and Early
Development of Number Processing (2015) and 
Development of mathematical
cognition: Neural substrates and genetic influences (2016). In addition, he has published about 250 journal articles
and chapters and has had extensive funding from the National Institutes of
Health and the National Science Foundation for his empirical research. He
served on the President’s National Mathematics Advisory Panel from 2006 to 2008
and chaired the learning processes task group, and was appointed by President
Bush to the National Board of Advisors for the Institute of Education Sciences,
U.S. Department of Education (2007 to 2010). Geary is a fellow of the American
Association for the Advancement of Science, received a MERIT Award from the National
Institutes of Health, is a co-recipient of the G. A. Miller Award from the American
Psychological Association, and has been a visiting scholar at the Chinese
University of Hong Kong, and the Institute of Advanced Study, Durham
University. Daniel
B. Berch is
Professor of Educational Psychology and Applied Developmental Science at the
University of Virginia’s Curry School of Education. Prior to this position, he
was Associate Dean for Research and Faculty Development at the Curry School, and
before that served as Associate Chief of the Child Development and Behavior
Branch at the National Institute of Child Health and Human Development, NIH.
His previous federal service included a stint as Senior Research Associate at
the U. S. Department of Education, advising the Assistant Secretary for
Educational Research and Improvement. Berch has published journal articles and
book chapters on the development of numerical cognition, mathematical learning
disabilities, and evolutionary perspectives on education. He is senior editor
of the book, Why is Math So Hard for Some Children?, and senior editor of the
five-volume Mathematical Cognition and
Learning series. He is also the lead founder of the international
Mathematical Cognition and Learning Society. Among other honors, Berch received
the NIH Award of Merit, was elected Fellow of the American Psychological
Association’s Division of Experimental Psychology, served as an ex officio member
of the U.S. Department of Education’s National Mathematics Advisory Panel
commissioned by President George W. Bush, and was elected to the Evolution
Institute’s Scientific Advisory Board (and chairs its Education Subcommittee). He
is co-author (with David Geary) of an article entitled “Evolutionary Approaches
to Understanding Children’s Academic Achievement” published in Wiley’s online
reference work, Emerging Trends in the Social and Behavioral Sciences.

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