Science and Core Knowledge
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CitationCarey, Susan E., and Elizabeth Spelke. 1996. Science and core knowledge. Philosophy of Science 63(4): 515-533.
AbstractWhile 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.
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