<p>The term seems to come from David C. Geary's 1995 article. Here's the abstract with full-text link below:</p>

<blockquote>
  <p>An evolution-based framework for understanding biological and cultural
  influences on children's cognitive and academic development is
  presented. The utility of this framework is illustrated within the
  mathematical domain and serves as a foundation for examining current
  approaches to educational reform in the United States. Within this
  framework, <strong>there are two general classes of cognitive ability,
  biologically primary and biologically secondary</strong>. Biologically primary
  cognitive abilities appear to have evolved largely by means of natural
  or sexual selection. Biologically secondary cognitive abilities
  reflect the co-optation of primary abilities for purposes other than
  the original evolution-based function and appear to develop only in
  specific cultural contexts. A distinction between these classes of
  ability has important implications for understanding children's
  cognitive development and achievement.</p>
</blockquote>

<p>You can read more about David C. Geary's articles on mathematics on <a href="http://web.missouri.edu/~gearyd/articles_math.htm">his website</a>.</p>

<h3>References</h3>

<ul>
<li>Geary, D. C. (1995). Reflections of evolution and culture in children's cognition: Implications for mathematical development and instruction. American Psychologist, 50, 24-37. <a href="http://web.missouri.edu/~gearyd/GearyAP.htm">FULL TEXT</a></li>
</ul>

CC BY-SA 3.0
2012-03-25T03:57:23.440Z
2012-03-25T07:00:35.843Z
2012-03-25T07:00:35.843Z
Jeromy Anglim
<p>In doing a bit of background reading for <a href="https://cogsci.stackexchange.com/questions/629/why-most-of-the-inventors-are-men">this question</a> I came across a section in the book <a href="http://rads.stackoverflow.com/amzn/click/0393927954" rel="nofollow noreferrer">Cognitive Neuroscience: The Biology of the Mind</a> on page 602 stating:</p>

<blockquote>
  <p>There are no sex-related differences in biological primary mathematical skills, even in nonhuman primates</p>
</blockquote>

<p>And later defines <em>secondary</em> mathematical skills as </p>

<blockquote>
  <p>the kinds of math taught in schools in the industrialized world</p>
</blockquote>

<p>But it doesn't define what <em>primary</em> mathematical skills are.</p>

<p>Can anyone explain what is meant by the term?</p>

<p><sub>Cognitive Neuroscience: The Biology of The Mind, 2nd ed. M. S. Gazzaniga, R. B. Ivry, G. R. Mangun.</sub></p>

<cognitive-psychology><terminology><evolution><mathematical-ability>
What are biological primary mathematical skills?
Matt Ellen
# What are biological primary mathematical skills?

(Asked by: username_0 on 2012-03-24)

In doing a bit of background reading for [this question](https://cogsci.stackexchange.com/questions/629/why-most-of-the-inventors-are-men) I came across a section in the book [Cognitive Neuroscience: The Biology of the Mind](http://rads.stackoverflow.com/amzn/click/0393927954) on page 602 stating:

> There are no sex-related differences in biological primary mathematical skills, even in nonhuman primates

And later defines *secondary* mathematical skills as

> the kinds of math taught in schools in the industrialized world

But it doesn't define what *primary* mathematical skills are.

Can anyone explain what is meant by the term?

Cognitive Neuroscience: The Biology of The Mind, 2nd ed. M. S. Gazzaniga, R. B. Ivry, G. R. Mangun.

**Tags:** cognitive-psychology, terminology, evolution, mathematical-ability


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## 1 answers

### Answer by username_1 on 2012-03-25. Score: 12 | Accepted answer

The term seems to come from David C. Geary's 1995 article. Here's the abstract with full-text link below:

> An evolution-based framework for understanding biological and cultural
> influences on children's cognitive and academic development is
> presented. The utility of this framework is illustrated within the
> mathematical domain and serves as a foundation for examining current
> approaches to educational reform in the United States. Within this
> framework, **there are two general classes of cognitive ability,
> biologically primary and biologically secondary**. Biologically primary
> cognitive abilities appear to have evolved largely by means of natural
> or sexual selection. Biologically secondary cognitive abilities
> reflect the co-optation of primary abilities for purposes other than
> the original evolution-based function and appear to develop only in
> specific cultural contexts. A distinction between these classes of
> ability has important implications for understanding children's
> cognitive development and achievement.

You can read more about David C. Geary's articles on mathematics on [his website](http://web.missouri.edu/~gearyd/articles_math.htm).

### References

* Geary, D. C. (1995). Reflections of evolution and culture in children's cognition: Implications for mathematical development and instruction. American Psychologist, 50, 24-37. [FULL TEXT](http://web.missouri.edu/~gearyd/GearyAP.htm)


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