David C. Geary home page Department of Psychological Sciences home page
University of Missouri-Columbia home page
Publications

2018/In press

Geary, D. C., Berch, D. B., & Mann Koepke, K. (Eds.) (2019).Cognitive foundations for improving mathematical learning. (Vol. 5, Mathematical Cognition and Learning).San Diego, CA: Elsevier Academic Press.

Berch, D. B., Geary, D. C., & Mann Koepke, K. (Eds.) (2018). Language and culture in mathematical cognition (Vol. 4, Mathematical Cognition and Learning).San Diego, CA: Elsevier Academic Press.

Geary, D. C. (in press). Efficiency of mitochondrial functioning as the fundamental biological mechanism of general intelligence (g). Psychological Review.

Geary, D. C. (2018). Evolutionary perspective on sex differences in the expression of neurological  diseases. Progress in Neurobiology, 167, xxx-xxx.

Geary, D. C., vanMarle, K., Chu, F., Rouder, J., Hoard, M. K., & Nugent, L. (2018). Early conceptual understanding of cardinality predicts superior school-entry number system knowledge. Psychological Science, 29, 191-205.

Stoet, G., & Geary, D. C. (2018). The gender-equality paradox in science, technology, engineering, and mathematics education. Psychological Science, 29, 581-593.

vanMarle, K., Chu, F. W., Mou, Y., Seok, J. H., Rouder, J. N., &. Geary, D. C. (2018). Attaching meaning to the number words: Contributions of the object tracking and approximate number systems. Developmental Science, 21, e12495.

Geary, D. C., & vanMarle, K. (2018). Growth of symbolic number knowledge accelerates after children understand cardinality. Cognition, 177, 69-78.

Geary, D. C., vanMarle, K., Chu, F., Hoard, M. K., & Nugent, L. (2018). Predicting age of becoming a cardinal principle knower. Journal of Educational Psychology.

Chu, F. W., vanMarle, K., Rouder, J., & Geary, D. C. (2018). Children’s early understanding of number predicts their later problem-solving sophistication in addition. Journal of Experimental Child Psychology, 169, 73-92.

Geary, D. C. (2018). Numeracy. In M. H. Bornstein, M. E. Arterberry, K. L. Fingerman, and J. E. Lansford (Eds.), The Sage encyclopedia of lifespan human development (pp. 1521-1522). Thousand Oaks, CA: Sage Publications.

Rhodes, K. T., Lukowski, S., Branum-Martin, L., Opfer, J., Geary, D. C., & Petrill, S. A. (in press).  Individual differences in addition strategy choices: A modern psychometric evaluation. Journal of Educational Psychology.

Winegard, B., Winegard, B., & Geary, D. C. (in press). The status competition model of cultural production. Evolutionary Behavioral Science.

Li, Y., Sheldon, K. M., Rouder, J., Bergin, D. A., & Geary, D. C. (in press). Long-term prospects (LTP) and college students’ academic performance. Journal of Psychoeducational Assessment.

Bailey, D., Fuchs, L. S., Gilbert, J. K., Geary, D. C., & Fuchs, D. (in press). Prevention: Necessary but

insufficient? A two-year follow-up of effective first-grade mathematics intervention. Child Development.

Winegard, B. Winegard, B., & Geary, D. C. (2018). The evolution of expertise. In K. A. Ericsson (Ed.), Cambridge handbook of expertise and expert performance (second edition, pp. 40-48). Cambridge, UK: Cambridge University Press.

Berch, D. B., Geary, D. C., & Mann Koepke, K. (2018).  Language and culture in mathematical cognitive development. In D. B. Berch, D. C. Geary, and K. Mann Koepke, (Eds.) Language and culture in mathematical cognition (Vol. 4, Mathematical Cognition and Learning, pp. 1-29).San Diego, CA: Elsevier Academic Press.

Geary, D. C., Byrd-Craven, J., & Massey, A. (in press). Sexual selection and the extreme male brain theory of autism. In S. Baron-Cohen, M. Lombardo, & A. Wakabayashi, A. (Eds.), The empathizing-systematizing (E-S) theory: Beyond sex differences in cognitive style. Cambridge, MA: The MIT Press.

Geary, D. C., & Menon, V. (in press). Fact retrieval deficits in mathematical learning disability: Potential contributions of prefrontal-hippocampal functional organization. In M. Vasserman, &

W. S. MacAllister (Eds.), The Neuropsychology of Learning Disorders: A Handbook for the Multi-disciplinary Team, New York: Springer.

Geary, D. C. (in press). Sex differences in vulnerability. In L. Workman, W. Reader, & J. Barkow (Eds.), Cambridge Handbook of Evolutionary Perspectives on Human Behavior. Cambridge, UK: Cambridge University Press.

Geary, D. C., & Stoet, G. (in press). Ideological blinders in the study of sex difference in participation in science, technology, engineering, and mathematics fields. In D. Allen and B. Howell, editors, Groupthink in science: Greed, pathological altruism, ideology, competition, and culture. New York: Springer.

Geary, D. C. (2018). [Review of How men age: What evolution reveals about male health and mortality by R. G. Bribiescas]. Evolutionary Studies in Imaginative Culture, 2, 99-101.

Geary, D. C., Berch, D. B., & Mann Koepke, K (in press). Introduction: Cognition foundations for improving mathematical learning. In D. C. Geary, D. B. Berch, and K. Mann Koepke (Eds.), Cognitive foundations for improving mathematical learning. (Vol. 5, Mathematical Cognition and Learning, pp. xx-xx).San Diego, CA: Elsevier Academic Press.

2017

Geary, D. C., Berch, D. B., Ochsendorf, R., & Mann Koepke, K. (Eds.) (2017). Acquiring complex arithmetic skills and higher-order mathematical concepts. (Vol. 3, Mathematical Cognition and Learning). San Diego, CA: Elsevier Academic Press.

Geary, D. C. (2017). Evolution of human sex-specific cognitive vulnerabilities. The Quarterly Review of Biology, 92, 361-410.

Geary, D. C. (2017). Evolutionary framework for identifying sex- and species-specific vulnerabilities  in brain development and functions. Journal of Neuroscience Research, 95, 355-361.

Geary, D. C., Nicholas, A., Li, Y. & Sun, J. (2017). Developmental change in the influence of domain-general abilities and domain-specific knowledge on mathematics achievement: An eight-year longitudinal study. Journal of Educational Psychology, 109, 680–693.

Li, Y., & Geary, D. C. (2017).  Children’s visuospatial memory predicts mathematics achievement through early adolescence. PLoS ONE, 12(2): e0172046.

Stoet, G., & Geary, D. C. (2017). Students in countries with higher levels of religiosity perform lower in science and mathematics. Intelligence, 62, 71-78.

Winegard, B., Winegard, B., Geary, D. C., Baumeister, R., & Reynolds, T. (2017). One’s better half: Romantic partners function as social signals. Evolutionary Psychological Science, 3, 294-305.

Geary, D. C., Berch, D. B., Ochsendorf, R., & Mann Koepke, K. (2017). Insights from cognitive  science on mathematical learning. In D. C. Geary, D. B., Berch, R. Ochsendorf, & K Mann Koepke (Eds.), Acquiring complex arithmetic skills and higher-order mathematical concepts. (Vol. 3, Mathematical Cognition and Learning, pp. 1-18). San Diego, CA: Elsevier Academic Press.

Geary, D. C. (2017). Early emergence of quantitative knowledge. In A. Mesoudi, J. Adams, & P. Barmby  (Eds.). The nature and development of mathematics: Cross disciplinary perspectives on cognition, learning, and culture (pp. 91-104).  London, UK: Routledge, Taylor and Francis Group.

Geary D. C. (2017). Commentary on culture, the environment, and the impact of society: An educational perspective. In A. Mesoudi, J. Adams, & P. Barmby (Eds.). The nature and development of mathematics: Cross disciplinary perspectives on cognition, learning, and culture (pp. 148-152).  London, UK: Routledge, Taylor and Francis Group.

2016

Berch, D. B., Geary, D. C., & Mann Koepke, K. (Eds.) (2016). Development of mathematical cognition: Neural substrates and genetic influences (Vol. 2, Mathematical Cognition and Learning).San Diego, CA: Elsevier Academic Press.

Geary, D. C., & Berch, D. B. (Eds.) (2016). Evolutionary perspectives on child development and education. New York:  Springer.

Geary, D. C. (2016). Evolution of sex differences in trait- and age-specific vulnerabilities. Perspectives on Psychological Science, 11, 855-876.

Geary, D. C. (2016). Can neglected tropical diseases compromise human wellbeing in sex-, age-, and trait-specific ways? PloS Neglected Tropical Diseases, 10(4): e0004489.

Geary, D. C., & vanMarle, K. (2016). Young children's core symbolic and non-symbolic quantitative knowledge in the prediction of later mathematics achievement. Developmental Psychology, 52, 2130-2144. 

Stoet, G., & Geary, D C. (2016). Challenges for determining the causal effects between social behavior and testosterone. Proceedings of the National Academy of Sciences USA, 113, E499.

Fuchs, L. S., Geary, D. C., Fuchs, D., Compton, D. L., & Hamlett, C. L. (2016). Pathways to third-grade calculation versus word-reading competence: Are they more alike or different? Child Development, 87, 558-567.

Ponzi D., Muehlenbein, P. M., Geary, D.C., Flinn, M. V. (2016). Cortisol, salivary alpha-amylase and children's perceptions of their social networks. Social Neuroscience, 11, 164-174.

Stoet, G., Bailey, D. H., Moore, A. M., & Geary, D. C. (2016).Countries with higher levels of gender equality show larger national sex differences in mathematics anxiety and relatively lower parental mathematics valuation for girls. PloS ONE, 11(4): e0153857. (Top 1% of 2016 downloads).

Moore, A. M., vanMarle, K., & Geary, D. C. (2016). Kindergartners' fluent processing of symbolic numerical magnitude is predicted by their cardinal knowledge and intuitive understanding of arithmetic 2 years earlier. Journal of Experimental Child Psychology, 150, 31-47.

Mou, Y, Li, Y., Hoard, M. K., Nugent, L., Chu, F., Rouder, J., & Geary, D. C. (2016). Developmental foundations of children's fraction magnitude knowledge. Cognitive Development, 39, 141-153.

Chu, F. W., vanMarle, K., & Geary, D. C. (2016) Predicting children's reading and mathematics achievement from early quantitative knowledge and domain-general cognitive abilities. Frontiers in Cognitive Psychology, 7:775.

Geary, D. C. (2016). Sex differences in vulnerability. Insights, 9, 1-10.

Geary, D. C. (2016). Evolution of paternal investment. In D. M. Buss (Ed.), The evolutionary psychology handbook (second edition, pp. 524-541). Hoboken, NJ: John Wiley & Sons.

Geary, D. C., & Moore, A. M. (2016). Cognitive and brain systems underlying early mathematical development. In M.

Cappelletti and W. Fias (Eds.), Progress in Brain Research: The Mathematical Brain Across the Lifespan (Vol. 227, pp. 75-103). Amsterdam: Elsevier.

Geary, D. C., Winegard, B., & Winegard, B. (2016). Evolutionary influences on men's lives. In Y. J. Wong and S. R. Wester, editors-in-chief for the APA Handbook of Men and Masculinities (pp. 211-227). Washington, DC: American Psychological Association.

Berch, D. B., Geary, D. C., & Mann Koepke, K. (2016). How the study of neurobiological and genetic factors can enhance our understanding of mathematical cognitive development. In D. B. Berch, D. C. Geary, , & K. Mann Koepke (Eds.), Development of mathematical cognition: Neural substrates and genetic influences (Vol. 2, Mathematical Cognition and Learning, pp. 1-24).San Diego, CA: Elsevier Academic Press

Geary, D. C., & Berch, D. B. (2016). Evolution and children's cognitive and academic development. In  D. C. Geary& D. B. Berch (Eds.), Evolutionary perspectives on child development and education (pp.217-249). New York: Springer.

Geary, D. C., & Berch, D. B. (2016). Quantity estimation. In T. K. Shackelford & V. A. Weekes-Shackelford (Eds). Encyclopedia of evolutionary psychological science. New York: Springer.

Furlong, M., McLoughlin, F., McGilloway, S., Geary, D. C. (2016)  Interventions to improve mathematical performance for children with mathematical learning difficulties (MLD) (Protocol). Cochrane Database of Systematic Reviews, Issue 4. Art. No.: CD012130. DOI: 10.1002/14651858.CD012130.

Geary, D. C. (2016).Dyscalculia at an Early Age. In R.E. Tremblay & R.D. Peters (Eds.), Encyclopaedia on Early Childhood Development [online]. Montreal, Quebec: Center of Excellence for Early Childhood Development; 1-4. Available at: http://www.excellenceearlychildhood.ca/documents/GearyANGxp.pdf


For earlier articles, please refer to c.v.

top