Elizabeth Spelke

Summary

Affiliation: Harvard University
Country: USA

Publications

  1. ncbi request reprint Infants' ability to connect gaze and emotional expression to intentional action
    Ann T Phillips
    Department of Psychology, 525 East University Avenue, University of Michigan, Ann Arbor, MI 48109 1109, USA
    Cognition 85:53-78. 2002
  2. pmc Core systems of geometry in animal minds
    Elizabeth S Spelke
    Department of Psychology, Harvard University, 1130 William James Hall, 33 Kirkland Street, Cambridge, MA 02138, USA
    Philos Trans R Soc Lond B Biol Sci 367:2784-93. 2012
  3. ncbi request reprint Sex differences in intrinsic aptitude for mathematics and science?: a critical review
    Elizabeth S Spelke
    Department of Psychology, Harvard University, 1130 William James Hall, 33 Kirkland Street, Cambridge, MA 02138, USA
    Am Psychol 60:950-8. 2005
  4. ncbi request reprint Core knowledge
    Elizabeth S Spelke
    Department of Psychology, Harvard University, Cambridge, MA 02138, USA
    Dev Sci 10:89-96. 2007
  5. pmc Kindergarten children's sensitivity to geometry in maps
    Elizabeth S Spelke
    Department of Psychology, Harvard University, USA
    Dev Sci 14:809-21. 2011
  6. doi request reprint Young children's representations of spatial and functional relations between objects
    Kristin Shutts
    Harvard University, USA
    Child Dev 80:1612-27. 2009
  7. doi request reprint Children's multiplicative transformations of discrete and continuous quantities
    Hilary Barth
    Department of Psychology, Wesleyan University, Middletown, CT 06459, USA
    J Exp Child Psychol 103:441-54. 2009
  8. ncbi request reprint Non-symbolic arithmetic in adults and young children
    Hilary Barth
    Laboratory for Developmental Studies, Harvard University, 33 Kirkland St, Cambridge, MA 02138, USA
    Cognition 98:199-222. 2006
  9. pmc Social categories guide young children's preferences for novel objects
    Kristin Shutts
    Department of Psychology, Harvard University, USA
    Dev Sci 13:599-610. 2010
  10. pmc Nonsymbolic, approximate arithmetic in children: abstract addition prior to instruction
    Hilary Barth
    Department of Psychology, Wesleyan University, Middletown, CT 06459, USA
    Dev Psychol 44:1466-77. 2008

Research Grants

  1. Cognition in Infancy
    Elizabeth Spelke; Fiscal Year: 2003
  2. Cognition in Infancy
    Elizabeth Spelke; Fiscal Year: 2004
  3. Cognition in Infancy
    Elizabeth Spelke; Fiscal Year: 2005
  4. Cognition in Infancy
    Elizabeth Spelke; Fiscal Year: 2006
  5. Cognition in Infancy
    Elizabeth Spelke; Fiscal Year: 2007
  6. Cognition in Infancy
    Elizabeth Spelke; Fiscal Year: 2009
  7. Cognition in Infancy
    Elizabeth S Spelke; Fiscal Year: 2010

Detail Information

Publications43

  1. ncbi request reprint Infants' ability to connect gaze and emotional expression to intentional action
    Ann T Phillips
    Department of Psychology, 525 East University Avenue, University of Michigan, Ann Arbor, MI 48109 1109, USA
    Cognition 85:53-78. 2002
    ..These studies provide evidence that the ability to use information about an adult's direction of gaze and emotional expression to predict action is both present, and developing at the end of the first year of life...
  2. pmc Core systems of geometry in animal minds
    Elizabeth S Spelke
    Department of Psychology, Harvard University, 1130 William James Hall, 33 Kirkland Street, Cambridge, MA 02138, USA
    Philos Trans R Soc Lond B Biol Sci 367:2784-93. 2012
    ..In return, research on humans, relating core cognitive capacities to symbolic abilities, sheds light on the content of representations in animal minds...
  3. ncbi request reprint Sex differences in intrinsic aptitude for mathematics and science?: a critical review
    Elizabeth S Spelke
    Department of Psychology, Harvard University, 1130 William James Hall, 33 Kirkland Street, Cambridge, MA 02138, USA
    Am Psychol 60:950-8. 2005
    ..These capacities lead men and women to develop equal talent for mathematics and science...
  4. ncbi request reprint Core knowledge
    Elizabeth S Spelke
    Department of Psychology, Harvard University, Cambridge, MA 02138, USA
    Dev Sci 10:89-96. 2007
    ..Converging research on human infants, non-human primates, children and adults in diverse cultures can aid both understanding of these systems and attempts to overcome their limits...
  5. pmc Kindergarten children's sensitivity to geometry in maps
    Elizabeth S Spelke
    Department of Psychology, Harvard University, USA
    Dev Sci 14:809-21. 2011
    ..These findings provide evidence that some map-reading abilities arise prior to formal instruction, are common to both genders, and are used spontaneously to guide children's spatial behavior...
  6. doi request reprint Young children's representations of spatial and functional relations between objects
    Kristin Shutts
    Harvard University, USA
    Child Dev 80:1612-27. 2009
    ....
  7. doi request reprint Children's multiplicative transformations of discrete and continuous quantities
    Hilary Barth
    Department of Psychology, Wesleyan University, Middletown, CT 06459, USA
    J Exp Child Psychol 103:441-54. 2009
    ..The ability to apply simple multiplicative transformations to analog magnitude representations of quantity may form a part of the toolkit that children use to construct later concepts of rational number...
  8. ncbi request reprint Non-symbolic arithmetic in adults and young children
    Hilary Barth
    Laboratory for Developmental Studies, Harvard University, 33 Kirkland St, Cambridge, MA 02138, USA
    Cognition 98:199-222. 2006
    ..Abstract numerical quantity representations therefore are computationally functional and may provide a foundation for formal mathematics...
  9. pmc Social categories guide young children's preferences for novel objects
    Kristin Shutts
    Department of Psychology, Harvard University, USA
    Dev Sci 13:599-610. 2010
    ..These findings suggest that gender and age categories are encoded spontaneously and influence children's preferences and choices. For young children, gender and age may be more powerful guides to preferences than race...
  10. pmc Nonsymbolic, approximate arithmetic in children: abstract addition prior to instruction
    Hilary Barth
    Department of Psychology, Wesleyan University, Middletown, CT 06459, USA
    Dev Psychol 44:1466-77. 2008
    ..The findings provide clear evidence for nonsymbolic numerical operations on abstract numerical quantities in children who have not yet been taught formal arithmetic...
  11. pmc The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery
    Elizabeth Bonawitz
    Department of Psychology, University of California, Berkeley, CA 94720, USA
    Cognition 120:322-30. 2011
    ..Thus, pedagogy promotes efficient learning but at a cost: children are less likely to perform potentially irrelevant actions but also less likely to discover novel information...
  12. doi request reprint Children's use of geometry for reorientation
    Sang Ah Lee
    Department of Psychology, Harvard University, Cambridge, MA 02138, USA
    Dev Sci 11:743-9. 2008
    ....
  13. pmc All numbers are not equal: an electrophysiological investigation of small and large number representations
    Daniel C Hyde
    Department of Psychology, Harvard University, Cambridge, MA 02138, USA
    J Cogn Neurosci 21:1039-53. 2009
    ..They appear to treat small-number arrays as individual objects to be tracked through space and time, and large-number arrays as cardinal values to be compared and manipulated...
  14. pmc The native language of social cognition
    Katherine D Kinzler
    Department of Psychology, Harvard University, Cambridge, MA 02138, USA
    Proc Natl Acad Sci U S A 104:12577-80. 2007
    ..Early-developing preferences for native-language speakers may serve as a foundation for later-developing preferences and conflicts among social groups...
  15. pmc Spontaneous mapping of number and space in adults and young children
    Maria Dolores de Hevia
    Laboratory for Developmental Studies, William James Hall, 11th Floor, Harvard University, 33 Kirkland Street, Cambridge, MA 02138, USA
    Cognition 110:198-207. 2009
    ..Numerical and spatial representations therefore are linked prior to the onset of formal instruction, in a manner that suggests a privileged relation between spatial and numerical cognition...
  16. pmc Judgments of the lucky across development and culture
    Kristina R Olson
    Department of Psychology, Harvard University, Cambridge, MA 02138, USA
    J Pers Soc Psychol 94:757-76. 2008
    ..These findings are discussed in relation to M. J. Lerner's (1980) just-world theory and J. Piaget's (1932/1965) immanent-justice research and in relation to the development of intergroup attitudes...
  17. ncbi request reprint Children's biased evaluations of lucky versus unlucky people and their social groups
    Kristina R Olson
    Harvard University, USA
    Psychol Sci 17:845-6. 2006
  18. ncbi request reprint Reorientation and landmark-guided search by young children: evidence for two systems
    Sang Ah Lee
    Department of Psychology, Harvard University, Cambridge, MA 02138, USA
    Psychol Sci 17:577-82. 2006
    ....
  19. ncbi request reprint Object boundaries influence toddlers' performance in a search task
    Kristin Shutts
    Department of Psychology, Harvard University, Cambridge, Massachusetts 02138, USA
    Dev Sci 9:97-107. 2006
    ..These findings suggest a parallel between the object representations of young children and those of adults, whose attention is directed to objects and spreads in a gradient-like fashion within an object...
  20. pmc Chronometric studies of numerical cognition in five-month-old infants
    Justin N Wood
    Laboratory for Developmental Studies, Department of Psychology, Harvard University, 33 Kirkland Street, Cambridge, MA 02138, USA
    Cognition 97:23-39. 2005
    ....
  21. pmc Core knowledge and its limits: the domain of food
    Kristin Shutts
    Department of Psychology, Harvard University, William James Hall, 33 Kirkland Street, Cambridge, MA 02138, USA
    Cognition 112:120-40. 2009
    ..The category-specific patterns of perception and categorization shown by human adults, children, and adult monkeys therefore were not found in human infants, providing evidence for limits to infants' domains of knowledge...
  22. ncbi request reprint Infants' enumeration of actions: numerical discrimination and its signature limits
    Justin N Wood
    Laboratory for Development Studies, Department of Psychology, Harvard University, 33 Kirkland Street, Cambridge, MA 02138, USA
    Dev Sci 8:173-81. 2005
    ..All of these findings agree with those of studies using visual-spatial arrays and auditory sequences, providing evidence that a single, abstract system of number representation is present and functional in infancy...
  23. pmc Evolutionary foundations of number: spontaneous representation of numerical magnitudes by cotton-top tamarins
    Marc D Hauser
    Department of Psychology, Harvard University, Cambridge, MA 02138, USA
    Proc Biol Sci 270:1441-6. 2003
    ..These results provide strong support for the hypothesis that representations of large, approximate numerosity are evolutionarily ancient and spontaneously available to non-human animals...
  24. ncbi request reprint Origins of number sense. Large-number discrimination in human infants
    Jennifer S Lipton
    Massachusetts Institute of Technology, MA, USA
    Psychol Sci 14:396-401. 2003
    ....
  25. pmc Number-space mapping in human infants
    Maria Dolores de Hevia
    Laboratory for Developmental Studies, William James Hall, 11th Floor, Harvard University, 33 Kirkland St, Cambridge, MA 02138, USA
    Psychol Sci 21:653-60. 2010
    ..A central foundation of mathematics, science, and technology therefore emerges prior to experience with language, symbol systems, or measurement devices...
  26. pmc Young children's spontaneous use of geometry in maps
    Anna Shusterman
    Department of Psychology, Wesleyan University, Middletown, CT 06459, USA
    Dev Sci 11:F1-7. 2008
    ..These findings begin to chart the nature and limits of the use of core geometry in a uniquely human, symbolic task...
  27. ncbi request reprint Preschool children's mapping of number words to nonsymbolic numerosities
    Jennifer S Lipton
    Department of Psychology, Harvard University, 1120, William James Hall, 33 Kirkland Street, Cambridge, MA 02138, USA
    Child Dev 76:978-88. 2005
    ..These findings provide evidence that large, approximate numerosity representations become linked to number words around the time that children learn to count to those words reliably...
  28. pmc Abstract number and arithmetic in preschool children
    Hilary Barth
    Department of Psychology, Harvard University, 33 Kirkland Street, Cambridge, MA 02138, USA
    Proc Natl Acad Sci U S A 102:14116-21. 2005
    ..Abstract knowledge of number and addition therefore precedes, and may guide, language-based instruction in mathematics...
  29. ncbi request reprint Preschool children master the logic of number word meanings
    Jennifer S Lipton
    Department of Psychology, Harvard University, 33 Kirkland Street Cambridge, MA 02138, USA
    Cognition 98:B57-66. 2006
    ..Before beginning formal education or gaining counting skill, children possess a productive symbolic system for representing number...
  30. ncbi request reprint Thinking of things unseen: infants' use of language to update mental representations
    Patricia A Ganea
    Department of Psychology, Boston University, Boston, MA 02215, USA
    Psychol Sci 18:734-9. 2007
    ..This developmental advance inaugurates a uniquely human and immensely powerful form of learning about the world...
  31. doi request reprint The development of language and abstract concepts: the case of natural number
    Kirsten F Condry
    Department of Psychology, Harvard University, USA
    J Exp Psychol Gen 137:22-38. 2008
    ..Children construct the system of abstract, natural number concepts from these foundations...
  32. pmc When is four far more than three? Children's generalization of newly acquired number words
    Yi Ting Huang
    Harvard University, Psychology Department, Cambridge, MA 02138, USA
    Psychol Sci 21:600-6. 2010
    ..g., three cows). Both findings suggest that children fail to map newly learned words in their counting routine to the fully abstract concepts of natural numbers...
  33. ncbi request reprint Core systems in human cognition
    Katherine D Kinzler
    Department of Psychology, Harvard University, 1130 William James Hall, Cambridge, MA 02138, USA
    Prog Brain Res 164:257-64. 2007
    ..Research on infants and children may contribute both to understanding of these systems and to attempts to overcome misconceptions that they may foster...
  34. pmc Foundations of cooperation in young children
    Kristina R Olson
    Psychology Department, Harvard University, 33 Kirkland Street, Cambridge, MA 02138, USA
    Cognition 108:222-31. 2008
    ..5-year-old children, despite their limited experience with complex cooperative networks. Three pillars of mature cooperative behavior therefore appear to have roots extending deep into human development...
  35. pmc Children's understanding of the relationship between addition and subtraction
    Camilla K Gilmore
    Laboratory for Developmental Studies, Department of Psychology, Harvard University, USA
    Cognition 107:932-45. 2008
    ..Prior to formal schooling, children therefore show generalized understanding of at least one logical principle of arithmetic. The teaching of mathematics may be enhanced by building on this understanding...
  36. ncbi request reprint The construction of large number representations in adults
    Hilary Barth
    Massachusetts Institute of Technology, Harvard University, Cambridge, MA, USA
    Cognition 86:201-21. 2003
    ..These findings suggest that modality-specific stimulus properties undergo a non-iterative transformation into representations of quantity that are independent of the modality or format of the stimulus...
  37. pmc Newborn infants perceive abstract numbers
    Veronique Izard
    Department of Psychology, Harvard University, Cambridge, MA 02138, USA
    Proc Natl Acad Sci U S A 106:10382-5. 2009
    ..Their performance provides evidence for abstract numerical representations at the start of postnatal experience...
  38. pmc rTMS over the intraparietal sulcus disrupts numerosity processing
    Marinella Cappelletti
    Center for Non Invasive Brain Stimulation, Beth Israel Deaconess Medical Center and Harvard Medical School, Boston, MA 02215, USA
    Exp Brain Res 179:631-42. 2007
    ....
  39. pmc Conceptual precursors to language
    Susan J Hespos
    Department of Psychology and Human Development, Vanderbilt University, Nashville, Tennessee 37203, USA
    Nature 430:453-6. 2004
    ..Language learning therefore seems to develop by linking linguistic forms to universal, pre-existing representations of sound and meaning...
  40. ncbi request reprint Number sense in human infants
    Fei Xu
    Northeastern University, Boston, USA
    Dev Sci 8:88-101. 2005
    ..In contrast, infants may fail to represent small numerosities in visual-spatial arrays with continuous quantity controls, consistent with the thesis that separate systems serve to represent large versus small numerosities...
  41. ncbi request reprint Motion and edge sensitivity in perception of object unity
    W Carter Smith
    School of Cognitive Science, Hampshire College, Amherst, MA 01002, USA
    Cogn Psychol 46:31-64. 2003
    ..In addition, young infants are able to retain information about edge orientation over short intervals in determining connectedness via a process of spatiotemporal integration...
  42. ncbi request reprint Symbolic arithmetic knowledge without instruction
    Camilla K Gilmore
    Learning Sciences Research Institute, University of Nottingham, Wollaton Road, Nottingham NG8 1BB, UK
    Nature 447:589-91. 2007
    ..Our findings help to delimit the sources of children's difficulties learning symbolic arithmetic, and they suggest ways to enhance children's engagement with formal mathematics...

Research Grants8

  1. Cognition in Infancy
    Elizabeth Spelke; Fiscal Year: 2003
    ..abstract_text> ..
  2. Cognition in Infancy
    Elizabeth Spelke; Fiscal Year: 2004
    ..abstract_text> ..
  3. Cognition in Infancy
    Elizabeth Spelke; Fiscal Year: 2005
    ..abstract_text> ..
  4. Cognition in Infancy
    Elizabeth Spelke; Fiscal Year: 2006
    ..abstract_text> ..
  5. Cognition in Infancy
    Elizabeth Spelke; Fiscal Year: 2007
    ..abstract_text> ..
  6. Cognition in Infancy
    Elizabeth Spelke; Fiscal Year: 2009
    ....
  7. Cognition in Infancy
    Elizabeth S Spelke; Fiscal Year: 2010
    ....