Science and Core Knowledge

1996/12/01 by Susan Carey, Elizabeth S. Spelke, Elizabeth Spelke · 385 citations
Mathematics · Neuroscience · Psychology · #Child and Animal Learning Development #Cognition #Cognitive and developmental aspects of mathematical skills #Cognitive science #Computer science #Core (optical fiber) #Epistemology #Neuroscience #Neuroscience, Education and Cognitive Function #Philosophy #Psychology

paper · pdf · doi:10.1086/289971

published in Philosophy of Science 63(4), 515-533 (Cambridge University Press)

openalex publication_date 1996/12/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/15

Abstract

While endorsing Gopnik's proposal that studies of the emergence and modification of scientific theories and studies of cognitive development in children are mutually illuminating, we offer a different picture of the beginning points of cognitive development from Gopnik's picture of “theories all the way down.” Human infants are endowed with several distinct core systems of knowledge which are theory-like in some, but not all, important ways. The existence of these core systems of knowledge has implications for the joint research program between philosophers and psychologists that Gopnik advocates and we endorse. A few lessons already gained from this program of research are sketched.

Citations

• Infants’ Metaphysics: The Case of Numerical Identity
• Children's acquisition of the number words and the counting system
• Mental models of the earth: A study of conceptual change in childhood

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