Publication Date
| In 2025 | 0 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Adults | 1 |
| Behavior Change | 1 |
| Cognitive Processes | 1 |
| Diachronic Linguistics | 1 |
| Growth Models | 1 |
| Intelligence | 1 |
| Knowledge Level | 1 |
| Learning Strategies | 1 |
| Motivation | 1 |
| Prior Learning | 1 |
| Vocabulary | 1 |
| More ▼ | |
Source
| Educational Psychology Review | 1 |
Author
| David C. Geary | 1 |
| Florence Lespiau | 1 |
| Fred Paas | 1 |
| Hanke Korpershoek | 1 |
| Kate M. Xu | 1 |
| Kim Ouwehand | 1 |
| Sarah Coertjens | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkKate M. Xu; Sarah Coertjens; Florence Lespiau; Kim Ouwehand; Hanke Korpershoek; Fred Paas; David C. Geary – Educational Psychology Review, 2024
The ubiquity of formal education in modern nations is often accompanied by an assumption that students' motivation for learning is innate and self-sustaining. The latter is true for most children in domains (e.g., language) that are universal and have a deep evolutionary history, but this does not extend to learning in evolutionarily novel domains…
Descriptors: Vocabulary, Motivation, Learning Strategies, Knowledge Level
