The Case against Core Knowledge

Paper Summary:

The paper discusses the core knowledge argument that basic knowledge in several realms of cognition is innate and not environmentally learned. The paper argues that however convincing this argument might be, it is based on dubious logic and assumptions. The paper asserts it is much more reasonable, in light of the available evidence, to assume that environmental factors are important in shaping and determining cognitive development.

From the Paper:

"The field of developmental psychology is in a state of flux over the issue of cognition and its emergence in human beings. Studies into the acquisition of knowledge have increasingly driven a wedge between researchers who argue that environmental inputs and learning are key to cognition, while others make the case for the existence of core knowledge. The core knowledge theorists argue convincingly that basic first knowledge in several realms of cognition--such as spatial reasoning--is hard-wired into the human brain. The suggestion is that this knowledge is innate, not environmentally learned, and therefore transmitted genetically (Lecuyer, 2006; Spelke and Kinzler, 2007). These theorists rely predominantly on studies with infants to describe what they believe is innate, core knowledge that is universal in the human species."

Sample of Sources Used:

• Dehaene, S., Izard, V., Pica, P., and Spelke, E.S. (2006). Core knowledge of geometry in an Amazonian indigene group. Science, 311, pp. 381-384.
• Haith, M.M. (1998). Who put the cog in infant cognition? Infant Behavior and Development, 21(2), pp. 167-179.
• Hespos, S.J. and Spelke, E.S. (2004, July 22). Conceptual precursors to language. Nature, 430, pp. 453-456.
• Hofsten, C., Feng, Q., and Spelke, E.S. (2000). Object representation and predictive action in infancy. Developmental Science, 3(2), pp. 193-205.
• Hood, B. (2001). What do infants know about objects? Perception, 30(1), pp. 1281-1284.

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