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Journal articles on the topic 'Evolutionary Developmental Psychology'

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Published: 9 March 2023
Last updated: 10 March 2023

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1

Geary, David C., and David F. Bjorklund. "Evolutionary Developmental Psychology." Child Development 71, no. 1 (January 2000): 57–65. http://dx.doi.org/10.1111/1467-8624.00118.

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2

Legare, Cristine H., Jennifer M. Clegg, and Nicole J. Wen. "Evolutionary Developmental Psychology: 2017 Redux." Child Development 89, no. 6 (January 16, 2018): 2282–87. http://dx.doi.org/10.1111/cdev.13018.

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3

Machluf, Karin, James R. Liddle, and David F. Bjorklund. "An Introduction to Evolutionary Developmental Psychology." Evolutionary Psychology 12, no. 2 (April 2014): 147470491401200. http://dx.doi.org/10.1177/147470491401200201.

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4

Lickliter, Robert, and Hunter Honeycutt. "A Developmental Evolutionary Framework for Psychology." Review of General Psychology 17, no. 2 (June 2013): 184–89. http://dx.doi.org/10.1037/a0032932.

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5

Rafferty, Frank T. "EVOLUTIONARY PSYCHOLOGY." Journal of the American Academy of Child & Adolescent Psychiatry 38, no. 6 (June 1999): 641–42. http://dx.doi.org/10.1097/00004583-199906000-00009.

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6

Smith, Peter K. "Evolutionary developmental psychology and socio-emotional development." Infancia y Aprendizaje 26, no. 3 (January 2003): 309–24. http://dx.doi.org/10.1174/021037003322299061.

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7

Genovese, Jeremy E. C. "Piaget, Pedagogy, and Evolutionary Psychology." Evolutionary Psychology 1, no. 1 (January 1, 2003): 147470490300100. http://dx.doi.org/10.1177/147470490300100109.

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Constructivist pedagogy draws on Piaget's developmental theory. Because Piaget depicted the emergence of formal reasoning skills in adolescence as part of the normal developmental pattern, many constructivists have assumed that intrinsic motivation is possible for all academic tasks. This paper argues that Piaget's concept of a formal operational stage has not been empirically verified and that the cognitive skills associated with that stage are in fact “biologically secondary abilities” ( Geary and Bjorklund, 2000 ) culturally determined abilities that are difficult to acquire. Thus, it is unreasonable to expect that intrinsic motivation will suffice for most students for most higher level academic tasks. In addition, a case is made that educational psychology must incorporate the insights of evolutionary psychology.
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8

Lickliter, Robert, and Hunter Honeycutt. "Developmental Dynamics: Toward a Biologically Plausible Evolutionary Psychology." Psychological Bulletin 129, no. 6 (2003): 819–35. http://dx.doi.org/10.1037/0033-2909.129.6.819.

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9

Bjorklund, David F., and Peter K. Smith. "Evolutionary developmental psychology: Introduction to the special issue." Journal of Experimental Child Psychology 85, no. 3 (July 2003): 195–98. http://dx.doi.org/10.1016/s0022-0965(03)00074-2.

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10

LEIGH, HOYLE. "The Origins of Human Nature: Evolutionary Developmental Psychology." American Journal of Psychiatry 160, no. 7 (July 2003): 1368–69. http://dx.doi.org/10.1176/appi.ajp.160.7.1368.

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11

GEARY, D. "Evolutionary developmental psychology: Current status and future directions." Developmental Review 26, no. 2 (June 2006): 113–19. http://dx.doi.org/10.1016/j.dr.2006.02.005.

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12

GEARY, DAVID C. "Whither Evolutionary Educational Psychology?" Educational Psychologist 43, no. 4 (October 23, 2008): 217–26. http://dx.doi.org/10.1080/00461520802392240.

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13

Jackson, Russell E. "Evolutionary Constructivist Psychology." Journal of Constructivist Psychology 26, no. 3 (July 2013): 187–93. http://dx.doi.org/10.1080/10720537.2013.787325.

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14

Gardner, R. Allen. "Comparative intelligence and intelligent comparisons." Behavioral and Brain Sciences 31, no. 2 (April 2008): 135–36. http://dx.doi.org/10.1017/s0140525x08003610.

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AbstractSound comparative psychology and modern evolutionary and developmental biology emphasize powerful effects of developmental conditions on the expression of genetic endowment. Both demand that evolutionary theorists recognize these effects. Sound comparative psychology also demands experimental procedures that prevent experimenters from shaping the responses of human and nonhuman beings to conform to theoretical expectations.
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15

Racine, Timothy P. "Affect, Modularity, and Evolutionary Psychology." Human Development 61, no. 6 (2018): 376–80. http://dx.doi.org/10.1159/000493560.

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16

Moore, David, David F. Bjorklund, and Anthony D. Pellegrini. "Trying to Fix the Development in Evolutionary Developmental Psychology." American Journal of Psychology 116, no. 2 (2003): 299. http://dx.doi.org/10.2307/1423583.

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17

Ploeger, Annemie, Han L. J. van der Maas, and Maartje E. J. Raijmakers. "Is Evolutionary Psychology a Metatheory for Psychology? A Discussion of Four Major Issues in Psychology From an Evolutionary Developmental Perspective." Psychological Inquiry 19, no. 1 (January 16, 2008): 1–18. http://dx.doi.org/10.1080/10478400701774006.

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18

Gottlieb, Gilbert. "Developmental-behavioral initiation of evolutionary change." Psychological Review 109, no. 2 (2002): 211–18. http://dx.doi.org/10.1037/0033-295x.109.2.211.

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19

Juroszek, Weronika. "Wybór współmałżonka – aspekt zadaniowy, ewolucjonistyczny i planowy." Kwartalnik Pedagogiczny, no. 2 (August 1, 2017): 0. http://dx.doi.org/10.5604/01.3001.0010.3295.

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In this paper the author analyses the developmental, evolutionary and planning aspects of spouse choice. The work refers to Robert Havighurst’s developmental tasks theory, Tadeusz Mądrzycki’s personality theory and the evolutionary psychology theory. According to Havighurst’s theory, failure to achieve such an important developmental task as spouse choice makes the man unhappy, which in turn makes the following developmental tasks even more difficult. Spouse choice should not only be a decree of faith but also a conscious task. The planning aspect of spouse choice is analysed referring to Mądrzycki’s theory, considering such life plans features as the essence, importance degree, conformity to social norms, realism or minuteness of detail. From the evolutionary psychology theory perspective, the short woman’s fertility time has a serious consequence – little time for spouse choice.
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20

Kenrick, Douglas T., Jon K. Maner, Jon Butner, Norman P. Li, D. Vaughn Becker, and Mark Schaller. "Dynamical Evolutionary Psychology: Mapping the Domains of the New Interactionist Paradigm." Personality and Social Psychology Review 6, no. 4 (November 2002): 347–56. http://dx.doi.org/10.1207/s15327957pspr0604_09.

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Dynamical systems and evolutionary theories have both been proposed as integrative approaches to psychology. These approaches are typically applied to different sets of questions. Dynamical systems models address the properties of psychological systems as they emerge and change over time; evolutionary models address the specific functions and contents of psychological structures. New insights can be achieved by integrating these two paradigms, and we propose a framework to begin doing so. The framework specifies a set of six evolutionarily fundamental social goals that place predictable constraints on emergent processes within and between individuals, influencing their dynamics over the short-term, and across developmental and evolutionary time scales. These social goals also predictably influence the dynamic emergence and change of cultural norms. This framework has heuristic as well as integrative potential, generating novel hypotheses within a number of unexplored areas atpsychology's interface with the other biological and social sciences.
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21

Weber, Bruce H., Steven J. Scher, and Frederick Rauscher. "Re-Visioning Evolutionary Psychology." American Journal of Psychology 119, no. 1 (April 1, 2006): 148. http://dx.doi.org/10.2307/20445326.

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22

Xu, Bo, Huaqing Min, and Fangxiong Xiao. "A brief overview of evolutionary developmental robotics." Industrial Robot: An International Journal 41, no. 6 (October 20, 2014): 527–33. http://dx.doi.org/10.1108/ir-04-2014-0324.

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Purpose – This article aims to provide a brief overview of the field now known as “evolutionary developmental robotics (evo-devo-robo)”, which is based on the concept and principles of evolutionary and development principles such as evolutionary developmental psychology, evolutionary developmental biology (evo-devo) and evolutionary cognitive neuroscience. Design/methodology/approach – Evo-devo-robo is a new field bringing together developmental robotics and evolutionary robotics to form a new research area. Basic concepts and the origins of the field are described, and then some basic principles of evo-devo-robo that have been developed so far are discussed. Findings – Finally, some misunderstand concepts and the most promising future research developments in this area are discussed. Originality/value – Basic concepts and the origins of the field are described, and then some basic principles of evo-devo-robo that have been developed so far are discussed. Finally, some misunderstood concepts and the most promising future research developments in this area are discussed.
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23

Frankenhuis, Willem E., Karthik Panchanathan, and H. Clark Barrett. "Bridging developmental systems theory and evolutionary psychology using dynamic optimization." Developmental Science 16, no. 4 (March 18, 2013): 584–98. http://dx.doi.org/10.1111/desc.12053.

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24

MAESTRIPIERI, D., and J. RONEY. "Evolutionary developmental psychology: Contributions from comparative research with nonhuman primates☆." Developmental Review 26, no. 2 (June 2006): 120–37. http://dx.doi.org/10.1016/j.dr.2006.02.006.

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25

Innocenti, G. M. "Developmental axes and evolutionary trees." Behavioral and Brain Sciences 11, no. 1 (March 1988): 94–95. http://dx.doi.org/10.1017/s0140525x00052882.

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26

Frápolli, María J. "Tracking the World Down." Philosophical Topics 50, no. 1 (2022): 83–107. http://dx.doi.org/10.5840/philtopics20225015.

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The background of this paper is what I call “pragmatic inferentialism,” a view that I attribute to Robert Brandom. Here, I develop Brandom’s view and argue (i) that it is a kind of subject naturalism, in Price’s sense, and (ii) that the charge of idealism sometimes addressed against it is unwarranted. Regarding (i), I show that pragmatic inferentialism finds support from evolutionary psychology and developmental psychology. Regarding (ii), I present what I call “level 0 expressivism,” which I take to be the semantic counterpart of some aspects of evolutionary psychology and developmental psychology. Besides, I resort to Brandom’s defense of Hegel’s conceptual realism. The conclusion of the paper is a vindication of objective truth in the inferentialist framework.
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27

Łukasik, Andrzej. "Teoria historii życia jako teoria rozwoju człowieka." Psychologia Rozwojowa 26, no. 2 (September 2021): 9–20. http://dx.doi.org/10.4467/20843879pr.21.009.15132.

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The Life History Theory as a Theory of Human Development The life history theory (LHT) is an evolutionary theory derived from evolutionary biology. According to it, species choose a reproductive strategy that maximizes adaptation (i.e., increases the chances of surviving and producing offspring) on the basis of influences contained in the environment which impacts development in the early stages of life. LHT, due to its connections with such psychological theories as psychosocial acceleration, the evolutionary theory of socialization, or the attachment theory, is also a developmental psychology theory which points to specific development paths within an evolutionary frame. The aim of this article is to shed light on LHT from the point of view of developmental psychology – a question as yet absent from the Polish literature of the subject.
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28

Gazzillo, Francesco, Ramona Fimiani, Emma De Luca, Nino Dazzi, John T. Curtis, and Marshall Bush. "New developments in understanding morality: Between evolutionary psychology, developmental psychology, and control-mastery theory." Psychoanalytic Psychology 37, no. 1 (January 2020): 37–49. http://dx.doi.org/10.1037/pap0000235.

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29

Bjorklund, David F., and Anthony D. Pellegrini. "Child Development and Evolutionary Psychology." Child Development 71, no. 6 (November 2000): 1687–708. http://dx.doi.org/10.1111/1467-8624.00258.

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30

Rosenblatt, Jay S. "Gilbert Gottlieb: Intermediator between psychology and evolutionary biology." Developmental Psychobiology 49, no. 8 (2007): 800–807. http://dx.doi.org/10.1002/dev.20271.

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31

Gardner, R. Allen. "Animal cognition meets evo-devo." Behavioral and Brain Sciences 28, no. 5 (October 2005): 699–700. http://dx.doi.org/10.1017/s0140525x05310120.

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Sound comparative psychology and modern evolutionary and developmental biology (often called evo-devo) emphasize powerful effects of developmental conditions on the expression of genetic endowment. Both demand that evolutionary theorists recognize these effects. Instead, Tomasello et al. compares studies of normal human children with studies of chimpanzees reared and maintained in cognitively deprived conditions, while ignoring studies of chimpanzees in cognitively appropriate environments.
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32

Lickliter, Robert. "The growth of developmental thought: Implications for a new evolutionary psychology." New Ideas in Psychology 26, no. 3 (December 2008): 353–69. http://dx.doi.org/10.1016/j.newideapsych.2007.07.015.

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33

Chrisler, Joan C., and Mindy J. Erchull. "The Treatment of Evolutionary Psychology in Social Psychology Textbooks." Sex Roles 64, no. 9-10 (April 16, 2010): 754–57. http://dx.doi.org/10.1007/s11199-010-9783-5.

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34

Buss, David M., and H. Kern Reeve. "Evolutionary Psychology and Developmental Dynamics: Comment on Lickliter and Honeycutt (2003)." Psychological Bulletin 129, no. 6 (2003): 848–53. http://dx.doi.org/10.1037/0033-2909.129.6.848.

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35

Frankenhuis, Willem E., and Leonid Tiokhin. "Bridging Evolutionary Biology and Developmental Psychology: Toward An Enduring Theoretical Infrastructure." Child Development 89, no. 6 (January 16, 2018): 2303–6. http://dx.doi.org/10.1111/cdev.13021.

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36

Hernàndez Blasi, Carlos, and David F. Bjorklund. "Evolutionary Developmental Psychology: A New Tool for Better Understanding Human Ontogeny." Human Development 46, no. 5 (2003): 259–81. http://dx.doi.org/10.1159/000071935.

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37

Greve, Werner, and David F. Bjorklund. "The Nestor effect: Extending evolutionary developmental psychology to a lifespan perspective." Developmental Review 29, no. 3 (September 2009): 163–79. http://dx.doi.org/10.1016/j.dr.2009.04.001.

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38

Thompson, Roger K. R. "The Nature and Role of Comparative Psychology in the Teaching of Psychology." Teaching of Psychology 14, no. 3 (October 1987): 139–44. http://dx.doi.org/10.1207/s15328023top1403_2.

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This article describes a comparative psychology course that attempts to demonstrate the power of the comparative method for a complete understanding of psychological phenomena typically taught from a human-oriented perspective. A description of methodological goals and the traditional roles of comparative psychology precede the course description. These include research strategies for relating group differences to specific processes and for inferring the evolutionary and developmental histories of behavior.
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39

Gottlieb, Gilbert. "The developmental basis of evolutionary change." Journal of Comparative Psychology 101, no. 3 (September 1987): 262–71. http://dx.doi.org/10.1037/0735-7036.101.3.262.

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40

Eagly, Alice H., and Wendy Wood. "Feminism and Evolutionary Psychology: Moving Forward." Sex Roles 69, no. 9-10 (September 19, 2013): 549–56. http://dx.doi.org/10.1007/s11199-013-0315-y.

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41

Witherington, David C., and Robert Lickliter. "Integrating Development and Evolution in Psychological Science: Evolutionary Developmental Psychology, Developmental Systems, and Explanatory Pluralism." Human Development 59, no. 4 (2016): 200–234. http://dx.doi.org/10.1159/000450715.

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42

Lickliter, Robert, and Thomas D. Berry. "The phylogeny fallacy: Developmental psychology's misapplication of evolutionary theory." Developmental Review 10, no. 4 (December 1990): 348–64. http://dx.doi.org/10.1016/0273-2297(90)90019-z.

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43

Swami, Viren. "Evolutionary Psychology: 'New Science of the Mind' or 'Darwinian Fundamentalism'?" Historical Materialism 15, no. 4 (2007): 105–36. http://dx.doi.org/10.1163/156920607x245850.

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AbstractAs practitioners of a putative science of the mind, evolutionary psychologists have earned a degree of cachet with their provocative and sometimes controversial pronouncements about human nature and behaviour. In this article, I briefly survey the history of an evolutionary approach to the psychological sciences before considering the core assumptions of the field that has come to be known as 'evolutionary psychology'. By examining one particular example of evolutionary psychological research – on interpersonal attraction – I find this 'new science of the mind' to be lacking. Rather, I propose that developmental systems theory, buffered by a reconsideration of the dialectical sciences, offers a more comprehensive and rigorous approach to psychology. I further propose that historical materialists and those on the Left generally should take a keen interest in these issues as they have a bearing on social and political outcomes.
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44

Panchanathan, Karthik, Willem E. Frankenhuis, and H. Clark Barrett. "Development: Evolutionary ecology's midwife." Behavioral and Brain Sciences 33, no. 2-3 (June 2010): 105–6. http://dx.doi.org/10.1017/s0140525x1000021x.

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AbstractWe agree with Henrich et al. that documenting cultural universality and variability provides an indispensable window into human nature. We want to stress the mediating role development plays between evolution and culture. Moving beyond the mere documentation of universality or variability, developmental approaches can provide mechanistic explanations, linking ecology to phenotype. Combining phylogeny and adaptationism, evolutionary approaches can explain the properties of developmental systems.
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45

Bjorklund, David, and Jennifer Yunger. "Evolutionary Developmental Psychology: A Useful Framework for Evaluating the Evolution of Parenting." Parenting 1, no. 1 (May 1, 2001): 63–66. http://dx.doi.org/10.1207/s15327922par011&2_3.

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46

Causey, Kayla, Amy Gardiner, and David F. Bjorklund. "Evolutionary Developmental Psychology and the Role of Plasticity in Ontogeny and Phylogeny." Psychological Inquiry 19, no. 1 (January 16, 2008): 27–30. http://dx.doi.org/10.1080/10478400701774089.

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47

Bjorklund, David F., and Jennifer Yunger. "Evolutionary Developmental Psychology: A Useful Framework for Evaluating the Evolution of Parenting." Parenting 1, no. 1-2 (May 2001): 63–66. http://dx.doi.org/10.1080/15295192.2001.9681210.

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48

Greve, Werner. "The Importance of Evolutionary Theory for Developmental Science – and Vice Versa: The Case of Developmental Psychology." International Journal of Developmental Science 6, no. 1-2 (2012): 17–19. http://dx.doi.org/10.3233/dev-2012-11085.

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49

Bryant, Gregory A., and David J. Buller. "On Hasty Generalization about Evolutionary Psychology." American Journal of Psychology 119, no. 3 (October 1, 2006): 481. http://dx.doi.org/10.2307/20445354.

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50

Thornton, James E. "Life-Span Learning: A Developmental Perspective." International Journal of Aging and Human Development 57, no. 1 (July 2003): 55–76. http://dx.doi.org/10.2190/r4ek-u2v5-2c35-28p0.

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The article discusses learning as embedded processes of development and aging, and as social activity over the life course. The concept of life-span learning is proposed and outlined to discuss these processes as aspects of and propositions in life-span development and aging theory. Life-span learning processes arise and continuously develop in a dynamically complex body, brain, and the mind they support as essential features of development and aging over the life course. Life-span learning processes are established by evolutionary adaptive mechanisms, enriched by challenging environments, and continuously developed in supportive social structures. These ideas are derived from evolutionary biology and psychology, the cognitive sciences, life-span development and aging research, and adult development and learning studies. It is argued that life-span learning activities that challenge the body-mind-brain nexus are indispensable to optimize individual development and aging. Three global interventions and their strategies are discussed that enhance life-span learning: Learning to Learn, Learning for Growth, and Learning for Well-being.
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