Science and Core Knowledge
| Title: | Science and Core Knowledge |
| Author: |
Carey, Susan E.; Spelke, Elizabeth S.
Note: Order does not necessarily reflect citation order of authors. |
| Citation: | Carey, Susan E., and Elizabeth Spelke. 1996. Science and core knowledge. Philosophy of Science 63(4): 515-533. |
| Full Text & Related Files: |
Carey_ScienceCore.pdf (381.6Kb; PDF) 
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| 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. |
| Published Version: | doi:10.1086/289971 |
| Terms of Use: | This article is made available under the terms and conditions applicable to Other Posted Material, as set forth at http://nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of-use#LAA |
| Citable link to this page: | http://nrs.harvard.edu/urn-3:HUL.InstRepos:5109359 |
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Peer reviewed scholarly articles from the Faculty of Arts and Sciences of Harvard University
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