The data of the past is congruent with the current psychological trends that face the education system of today. Developmentalists have charted how children construct and revise intuitive theories. In turn, a variety of theories have developed because of the greater use of statistical information that supports probabilistic contingencies that help to better inform us of causal models and their distinctive cognitive functions. These studies investigate the physical, psychological, and social domains. In the case of intuitive psychology, or "theory of mind," developmentalism has traced a progression from an early understanding of emotion and action to an understanding of intentions and simple aspects of perception, to an understanding of knowledge vs. ignorance, and finally to a representational and then an interpretive theory of mind.

The mechanisms by which life evolved—from chemical beginnings to cognizing human beings—are central to understanding the psychological basis of learning. We are the product of an evolutionary process and it is the mechanisms inherent in this process that offer the most probable explanations to how we think and learn.

Bada, & Olusegun, S. (2015). Constructivism Learning Theory : A Paradigm for Teaching and Learning.

Visual and auditory brain areas share a representational structure that supports emotion perception https://www.cell.com/current-biology/fulltext/S0960-9822(21)01283-5

This portends some interesting results with relation to mnemonics and particularly songlines and indigenous peoples' practices which integrate song, movement, and emotion.

Preprint: https://www.biorxiv.org/content/10.1101/254961v4

Across the world, people express emotion through music and dance. But why do music and dance go together? <br><br>We tested a deceptively simple hypothesis: Music and movement are represented the same way in the brain.

— Beau Sievers (@beausievers) October 12, 2021

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Beau Sievers </span> in "New work published today in Current Biology Visual and auditory brain areas share a representational structure that supports emotion perception With @ThaliaWheatley @k_v_n_l @parkinsoncm @sergeyfogelson (thread after coffee!) https://t.co/AURqH9kNLb https://t.co/ro4o4oEwk5" / Twitter (<time class='dt-published'>10/12/2021 09:26:10</time>)</cite></small>

Kulke, L., Langer, T., & Valuch, C. (2021). The Emotional Lockdown: How Social Distancing and Mask Wearing influence Mood and Emotion Recognition [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/cpxry

Abadi, D., Arnaldo, I., & Fischer, A. (2021). Anxious and Angry: Emotional Responses to the COVID-19 Threat. Frontiers in Psychology, 12, 676116. https://doi.org/10.3389/fpsyg.2021.676116

Ross, P., & George, E. (2021). Are face masks a problem for emotion recognition? Not when the whole body is visible. PsyArXiv. https://doi.org/10.31234/osf.io/c5x97

Joaquim, R. M., Pinto, A. L. B., Guatimosim, R. F., de Paula, J. J., Serpa, A. L. de O., de Souza Costa, D., de Miranda, D. M., Silva, A. G., & Diniz, L. F. M.-. (2021). GOING OUT NORMALLY DURING COVID-19 PANDEMIC: INSIGHTS ABOUT THE LACK OF ADHESION TO SOCIAL DISTANCING [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/v2gd9

Williams, W. C., Haque, E., Mai, B., & Venkatraman, V. (2021). Face masks influence how facial expressions are perceived: A drift-diffusion model of emotion judgments. PsyArXiv. https://doi.org/10.31234/osf.io/a8yxf

Grahlow, M., Rupp, C., & Derntl, B. (2021). The impact of face masks on emotion recognition performance and perception of threat. PsyArXiv. https://doi.org/10.31234/osf.io/6msz8

Brewer, N. T., DeFrank, J. T., & Gilkey, M. B. (2016). Anticipated Regret and Health Behavior: A Meta-Analysis. Health Psychology : Official Journal of the Division of Health Psychology, American Psychological Association, 35(11), 1264–1275. https://doi.org/10.1037/hea0000294

Barrick, E., Thornton, M. A., & Tamir, D. (2020). Mask exposure during COVID-19 changes emotional face processing. PsyArXiv. https://doi.org/10.31234/osf.io/yjfg3

Chapman, G. B., & Coups, E. J. (2006). Emotions and preventive health behavior: Worry, regret, and influenza vaccination. Health Psychology: Official Journal of the Division of Health Psychology, American Psychological Association, 25(1), 82–90. https://doi.org/10.1037/0278-6133.25.1.82

Abadi, D., Cabot, P.-L. H., Duyvendak, J. W., & Fischer, A. (2020). Socio-Economic or Emotional Predictors of Populist Attitudes across Europe [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/gtm65

ReconfigBehSci on Twitter. (n.d.). Twitter. Retrieved October 7, 2020, from https://twitter.com/SciBeh/status/1313776327724544000

Sloan, M., Haner, M., Graham, A., Cullen, F. T., Pickett, J., & Jonson, C. L. (2020). Pandemic Emotions: The Extent, Correlates, and Mental Health Consequences of Personal and Altruistic Fear of COVID-19 [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/txqb6

Zickfeld, J., Schubert, T. W., Herting, A. K., Grahe, J. E., & Faasse, K. (2020, April 16). Predictors of Health-Protective Behavior and Changes Over Time During the Outbreak of the COVID-19 Pandemic in Norway. https://doi.org/10.31234/osf.io/6vgf4

Długosz, P. (2020). Neurotic coronavirus generation? The report from the second wave of research on the students from Kraków [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/6ecr7

Mullarkey, M. C., Dobias, M., Sung, J., Shumake, J., Beevers, C. G., & Schleider, J. L. (2020, May 6). A scalable, single session intervention for perceived control over anxiety during COVID-19. https://doi.org/10.31234/osf.io/qp7c2

Di Giorgio, E., Di Riso, D., Mioni, G., & Cellini, N. (2020, April 30). The interplay between mothers’ and children behavioral and psychological factors during COVID-19: An Italian study. Retrieved from psyarxiv.com/dqk7h

Dai, B., Fu, D., Meng, G., Qi, L., & Liu, X. (2020, April 25). The effects of governmental and individual predictors on COVID-19 protective behaviors in China: a path analysis model. https://doi.org/10.31234/osf.io/hgzj9