People learn to recognize faces, talk, and walk (primary knowledge) on their own, but need help with things like reading and writing (secondary knowledge). According to cognitive developmental psychologist David Geary, we learn many things 'naturally', without noticeably much effort. We learn to recognize faces by looking and comparing, we learn to talk by listening, and we learn to walk by falling and getting up. These are all forms of learning that, evolutionarily speaking, are necessary for survival. We therefore also call them biological or evolutionary primary learning. We can store biological primary knowledge directly in long-term memory without conscious processing in working memory. Additionally, biological secondary knowledge is also important for humans, such as reading and writing. This knowledge is necessary to function well in our current society. It is therefore important to support secondary learning: • For learning secondary knowledge at school, children will have to suppress their natural tendencies. That takes effort. They will also have to learn to learn in a different way than with primary learning. • Direct instruction is an effective way to teach secondary knowledge to beginners. By connecting school-based secondary learning to things that students are already naturally engaged with, such as the immediate living environment or social processes (primary learning), they become more motivated.
Kirschner, P. A., Claessens, L. & Raaijmakers, S. (2018). Op de schouders van reuzen: Inspirerende inzichten uit de cognitieve psychologie voor leerkrachten. Meppel: Ten Brink Uitgevers.