Educational Evolutionary Psychology (EEP) is the study of the knowledge and abilities derived

from core cognitive domains and how these domains influence learning in evolutionary novel
contexts, namely schools (Geary, 2008). EEP has a number of premises and principles (Geary,
2008, 2010) that create its foundation and are discussed next. Humans are biased to pay attention
to certain cognitive domains called primary learning. Resulting from the behavioural and
attentional biases to learn within these domains are experiences adapted to culture. Moreover,
other abilities have evolved from the need to cope with within-lifetime variation, which are the
key to understanding secondary learning. Culture is built from cognitive biases and innovative
knowledge (secondary learning) arises from this which is retained across generations. This
knowledge accumulates over time resulting in a gap between innovative knowledge (secondary
learning) and the knowledge which arises from cognitive biases (primary learning). Although
there are evolved potentials to learn novel information (secondary learning), the complexity and
depth of this information make it difficult. As well, there is an inherent motivational bias to
engage in activities based around learning and adapting primary knowledge to particular
cultures. Schools act as an agent to help children acquire secondary knowledge and minimize the
gap previously mentioned. Therefore, during development, children are less motivated to pursue
secondary knowledge and inherently motivated to pursue primary knowledge. An understanding
of this tenet of EEP is particularly important for those in the school system.
As any teacher can attest, this tenet of EEP is displayed in a school settings and seen
through the desire to play and socialize exhibited from children. As pointed out by John Sweller
(2008), one conclusion of this distinction in primary and secondary learning is that school
environments are artificial and learning techniques inappropriate. If more natural procedures
were used, children would have increased motivation to learn, and learning would come with less

effort. Proponents of EEP would suggest that this is not an accurate conclusion and that
secondary learning and knowledge will never be effortless; it requires conscious effort and
encouragement. Accordingly, it is suffice to say that motivation is a determinant of learning,
however, something not considered in EEP is the underlying emotional systems that fuel
motivation. The consideration of emotional system is important for teachers as well as
counselling psychologists.
Consider a child suffering from poor grades and acting out behaviours in the classroom,
thus she is brought to the school counsellor. In this situation it is easy to see the need for
emotional, as well as learning, considerations. The counsellor will utilize EEPs basic tenets,
understanding that secondary learning is difficult and will stress effort over ability (Geary, 2008).
Explaining to the child that inherent talent is not usually the key to success, instead it is hard
work and effort, may increase feelings of self-efficacy and motivation in the classroom. In
consideration that emotional systems play a key role in brain function, the counsellor
incorporates these into the session. According to the evolutionary approach by Toronochuck and
Ellis (as cited in Ellis, 2008) the emotional systems underlying learning are SEEKING
(evaluating a situation; need for understanding), PLAY (developing social skills; creativity) and
NEED/ATTACHMENT (creating bonds). The counsellor can engage the SEEKING system by
helping the child make sense of the problem and breaking it into simpler terms. The PLAY
system is easily incorporated into a counselling session through games or activities developed to
foster self-efficacy or attentional abilities. The NEED/ATTACHMENT system is employed by
creating bonds with the child, and is a natural and necessary result of the therapeutic relationship.
In this way a number of emotional systems that underlie learning are engaged and met through
the counselling process. The goal of this procedure is to increase motivation to learn.

References
Ellis, G. (2008). Commentary on An evolutionary informed education science by David C.
Geary. Educational Psychologist, 43(4), 206-213.
doi:10.1080/00461520802392216
Geary, D.C. (2008). An evolutionary informed education science. Educational Psychologist,
43(4), 179-195. doi:10.1080/00461520802392133
Geary, D.C. (2010). Evolution and education. Psicothema, 22(1), 35-40. Retrieved from http://
www.psicothema.com/pdf/3693.pd