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'''Developmental Psychology with links to papers from E. Spelke'''
http://www.wjh.harvard.edu/~lds/index.html?spelke.html
de Hevia, M. D., Izard, V., Coubart, A., Spelke, E. S., & Streri, A. (in press). Representations of space, time, and number in neonates. Proceedings of the National Academy of Sciences. doi:10.1073/pnas.1323628111. ▼
▲de Hevia, M. D., Izard, V., Coubart, A., Spelke, E. S., & Streri, A. (in press). Representations of space, time, and number in neonates. Proceedings of the National Academy of Sciences. doi:10.1073/pnas.1323628111.
Izard, V., Streri, A., & Spelke, E. S. (in press). Towards exact numbers: Understanding exact equality. Cognitive Psychology.
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Hyde, D. C., Khanum, S., & Spelke, E. S. (2014). Brief non-symbolic, approximate number practice enhances subsequent exact symbolic arithmetic in children. Cognition, 131, 92-107.
Coubart, A., Izard, V., Spelke, E. S. , Marie, J., & Streri, A. (2014). Dissociation between small and large numerosities in newborn infants. Developmental Science, 17, 11-22.
Skerry, A. E. & Spelke, E. S. (2014). Preverbal infants identify emotional reactions that are incongruent with goal outcomes. Cognition, 130, 204-216.
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Winkler-Rhoades, N., Carey, S. & Spelke, E. S. (2013). Two-year-old children interpret abstract, purely geometric maps. Developmental Science, 16, 365-376.
Spelke, E. S., Bernier, E. P., & Skerry, A. E. (2013). Core Social Cognition. In M. R. Banaji & S. A. Gelman (Eds.), Navigating the Social World: What Infants, Children, and Other Species Can Teach Us. Oxford University Press.
Huang, Y., Spelke, E. S., & Snedeker, J. (2013). What exactly do number words mean? Language Learning and Development, 9, 105-129.
Shutts, K., Roben, C. K. P., & Spelke, E. S. (2013). Children's use of social categories in thinking about people and social relationships. Journal of Cognition and Development, 14, 35-62.
Kinzler, K. D., Dupoux, E., & Spelke, E. S. (2013). "Native" objects and collaborators: Infants’ object choices and acts of giving reflect favor for native over foreign speakers. Journal of Cognition and Development, 13, 67-81.
Hyde, D. C., & Spelke, E. S. (2012). Spatiotemporal dynamics of processing nonsymbolic number: An event-related potential source localization study. Human Brain Mapping, 33, 2189-2203.
McCrink, K., Spelke, E. S., Dehaene, S., & Pica, P. (2012). Non-Symbolic Halving in an Amazonian Indigene Group. Developmental Science, 16, 451-462.
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Kinzler, K. D., Shutts, K., & Spelke, E. S. (2012). Language-based social preferences among children in South Africa. Language Learning and Development, 8, 215-232.
de Hevia, M. D., Vanderslice, M., & Spelke, E. S. (2012). Cross-dimensional mapping of number, length and brightness by preschool children. PLoS ONE, 7, e35530.
Beier, J. S., & Spelke, E. S. (2012). Infants' developing understanding of social gaze. Child Development, 83, 486-496.
Lee, S. A., Sovrano, V. A., & Spelke E. S. (2012). Navigation as a source of geometric knowledge: Young children’s use of length, angle, distance, and direction in a reorientation task. Cognition, 123(1), 144–161.
Spelke, E. S. (2011). Core systems and the growth of human knowledge: Natural geometry. In A. M. Battro, S. Dehaene, & W. J. Singer (Eds.), The Proceedings of the Working Group on Human Neuroplasticity and Education: Vol. 117. Human Neuroplasticity and Education (pp. 73-99). Vatican City, Italy: The Pontifical Academy of Sciences.
Shutts, K., Kinzler, K. D., Katz, R. C., Tredoux, C., & Spelke, E. S. (2011). Race preferences in children: Insights from South Africa. Developmental Science, 14(6), 1283-1291.
Bonawitz, E. B., Shafto, P., Gweon, H., Goodman, N., Spelke, E. & Schulz, L. E. (2011). The double-edged sword of pedagogy: Teaching limits children’s spontaneous exploration and discovery. Cognition, 120(3), 322-330.
Izard, V., Pica, P., Spelke, E. S., & Dehaene, S. (2011). Flexible intuitions of Euclidean geometry in an Amazonian indigene group. Proceedings of the National Academy of Sciences, 108(24), 9782-9787.
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Shusterman, A., Lee, S. A., & Spelke, E. S. (2011). Cognitive effects of language on human navigation. Cognition, 120(2), 186-201.
Spelke, E. S., Gilmore, C. K., & McCarthy, S. (2011). Kindergarten children's sensitivity to geometry in maps. Developmental Science, 14(4), 809–821.
Spelke, E. S. (2011). Natural number and natural geometry. In E. Brannon & S. Dehaene (Eds.), Attention and Performance Vol. 24. Space, Time and Number in the Brain: Searching for the Foundations of Mathematical Thought (pp. 287-317). Oxford, United Kingdom: Oxford University Press.
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Izard, V., Pica, P., Dehaene, S., Hinchey, D., & Spelke, E. S. (2011). Geometry as a universal mental construction. In E. Brannon & S. Dehaene (Eds.), Attention and Performance Vol. 24. Space, Time and Number in the Brain: Searching for the Foundations of Mathematical Thought (pp. 319-332).Oxford, United Kingdom: Oxford University Press.
Hyde, D. C., Winkler-Rhoades, N., Lee, S. A., Izard, V., Shapiro, K. A., & Spelke, E. S. (2011). Spatial and numerical abilities without a complete natural language. Neuropsychologia, 49(5), 924-936.
Hyde, D. C., & Spelke, E. S. (2011). Neural signatures of number processing in human infants: Evidence for two core systems underlying numerical cognition. Developmental Science, 14(2), 360-371.
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Kinzler, K. D., & Spelke, E. S. (2011). Do infants show social preferences for people differing in race? Cognition, 119, 1-9.
Spaepen, E., Coppola, M., Spelke, E. S., Carey, S., & Goldin-Meadow, S. (2011). Number without a language model. Proceedings of the National Academy of Sciences, 108(8), 3163-3168.
Lee, S. A., & Spelke, E. S. (2011). Young children reorient by computing layout geometry, not by matching images of the environment. Psychonomic Bulletin & Review, 18(1), 192-198.
Spelke, E. S. (2010). Innateness, choice, and language. In J. Bricmont & J. Franck (Eds.), Chomsky Notebook (pp. 203-210). New York: Columbia University Press. [Originally published in French: Spelke, E. S. (2007). Innéisme, liberté et langage. In J. Bricmont & J. Franck (Eds.), Cahier nº 88: Noam Chomsky (pp. 197-201). Paris: L'Herne.]
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de Hevia, M. D. & Spelke, E. S. (2010). Number-space mapping in human infants. Psychological Science, 21(5), 653-660.
Lee, S. A., & Spelke, E. S. (2010). Two systems of spatial representation underlying navigation. Experimental Brain Research, 206, 179-188.
Pyers, J. E., Shusterman, A., Senghas, A., Spelke, E. S., & Emmorey, K. (2010). Evidence from an emerging sign language reveals that language supports spatial cognition. Proceedings of the National Academy of Sciences, 107(27), 12116-12120.
Lee, S. A., & Spelke, E. S. (2010). A modular geometric mechanism for reorientation in children. Cognitive Psychology, 61(2), 152-176.
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Kinzler, K. D., Shutts, K., De Jesus, J., & Spelke, E. S. (2009). Accent trumps race in guiding children's social preferences. Social Cognition, 27(4), 623-634.
Fagard, J., Spelke, E. S., von Hofsten, C. (2009). Reaching and grasping a moving object in 6-, 8-, and 10-month-old infants: Laterality and performance. Infant Behavior & Development, 32(2), 137-146.
Shutts, K., Condry, K. F., Santos, L. R., & Spelke, E. S. (2009). Core knowledge and its limits: The domain of food. Cognition, 112(1), 120-140.
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Platt, M. L., & Spelke, E. S. (Eds.). (2009). Cognitive neuroscience [February Issue]. Current Opinion in Neurobiology, 19(1).
Izard, V., Sann, C., Spelke, E. S. & Streri, A. (2009). Newborn infants perceive abstract numbers. Proceedings of the National Academy of Sciences, 106(25), 10382-10385.
Hyde, D. C., & Spelke, E. S. (2009). All numbers are not equal: An electrophysiological investigation of small and large number representations. Journal of Cognitive Neuroscience, 21(6), 1039-1053.
Barth, H., Baron, A., Spelke, E., & Carey, S. (2009). Children's multiplicative transformations of discrete and continuous quantities. Journal of Experimental Child Psychology, 103, 441-454.
de Hevia, M. D., & Spelke, E. S. (2009). Spontaneous mapping of number and space in adults and young children. Cognition, 110(2), 198-207.
Dehaene, S., Pica, P., Izard, V., & Spelke, E. S. (2009). Response to comment on log or linear? Distinct intuitions of the number scale in Western and Amazonian indigine cultures. Science, 323, 38.
Shutts, K., Markson, L., & Spelke, E. S. (2009). The developmental origins of animal and artifact concepts. In B. Hood & L. Santos (Eds.), The Origins of Object Knowledge (pp. 189-210). Oxford: Oxford University Press.
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Condry, K. F., & Spelke, E. S. (2008). The development of language and abstract concepts: The case of natural number. Journal of Experimental Psychology: General, 137(1), 22-38.
Olson, K. R., Dunham, Y., Dweck, C. S., Spelke, E. S., & Banaji, M. (2008). Judgments of the lucky across development and culture. Journal of Personality and Social Psychology, 94(5), 757-776.
Cappelletti, M., Barth, H., Fregni, F., Spelke, E. S., & Pascual-Leone, A. (2007). rTMS over the intraparietal sulcus disrupts numerosity processing. Experimental Brain Research, 179(4), 631-642.
Ganea, P. A., Shutts, K., Spelke, E. S., & DeLoache, J. S. (2007). Thinking of things unseen: Infants' use of language to update mental representations. Psychological Science, 18(8), 734-739.
Gilmore, C. K., McCarthy, S. E., & Spelke, E. S. (2007). Symbolic arithmetic knowledge without instruction. Nature, 447, 589-591.
Kinzler, K. D., Dupoux, E., & Spelke, E. S. (2007). The native language of social cognition. Proceedings of the National Academy of Sciences, 104(30), 12577-12580.
Kinzler, K. D., & Spelke, E. S. (2007). Core systems in human cognition. Progress in Brain Research, 164, 257-264.
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Spaepen, E. U. & Spelke, E. S. (2007). Will any doll do? Twelve-month-olds' reasoning about goal objects. Cognitive Psychology, 54(2), 133-154.
Spelke, E. S., & Kinzler, K. D. (2007). Core knowledge. Developmental Science, 10, 89-96.
Barth, H., La Mont, K., Lipton, J., Dehaene, S., Kanwisher, N., & Spelke, E. S. (2006). Non-symbolic arithmetic in adults and young children. Cognition, 98(3), 199-222.
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Hespos, S. J., & Spelke, E. S. (2004). Conceptual precursors to language. Nature, 430, 453-456.
Lipton, J. S., & Spelke, E. S. (2004). Discrimination of large and small numerosities by human infants. Infancy, 5(3), 271-290.
Molina, M., Van de Walle, G. A., Condry, K. & Spelke, E. S. (2004). The animate-inanimate distinction in infancy: Developing sensitivity to constraints on human actions. Journal of Cognition and Development, 5(4), 399-426.
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Barth, H., Kanwisher, N., & Spelke, E. (2003). The construction of large number representations in adults. Cognition, 86(3), 201-221.
Hauser, M. D., Tsao, F., Garcia, P., & Spelke, E. S. (2003). Evolutionary foundations of number: spontaneous representation of numerical magnitudes by cotton-top tamarins. Proceedings of the Royal Society, London, B 270: 1441-1446.
Lemer, C., Dehaene, S., Spelke, E., & Cohen, L. (2003). Approximate quantities and exact number words: Dissociable systems. Neuropsychologia, 41(14), 1942-1958.
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Spelke, E. S. (2003). Developing knowledge of space: Core systems and new combinations. In S. M. Kosslyn & A. Galaburda (Eds.), Languages of the Brain. Cambridge, MA: Harvard Univ. Press.
Spelke, E. S. (2003). Gibson's work 'an extended reply to Helmholtz.' American Psychological Society observer, 16(4).
Spelke, E. S. (2003). What makes us smart? Core knowledge and natural language. In D. Gentner and S. Goldin-Meadow (Eds.), Language in Mind: Advances in the Investigation of Language and Thought. Cambridge, MA: MIT Press.
Wang, R. F., & Spelke, E. S. (2003). Comparative approaches to human navigation. In K. Jeffrey (Ed.), The Neurobiology of Spatial Behavior. Oxford University Press.
Feigenson, L., Carey, S., & Spelke, E. S. (2002). Infants' discrimination of number vs. continuous extent. Cognitive Psychology, 44, 33-66.
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Spelke, E. S. (2000). Core knowledge. American Psychologist, 55, 1233-1243.
Spelke, E. S. (2000). Perceptual development is an intrinsic process. In R. Atkinson et al (Eds.), Hilgard's Introduction to Psychology, p. 186. Ft. Worth, TX: Harcourt College Publishers. (Reprinted in Smith, Bem, and Nolen-Hoeksema (Eds.), Fundamentals of Psychology, p. 150. Ft. Worth, TX: Harcourt College Publishers.)
Wang, R. F., & Spelke, E. S. (2000). Updating egocentric representations in human navigation. Cognition, 77(3), 215-250.
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Spelke, E. S. (1999). Innateness, learning, and the development of object representation. Developmental Science, 2, 145-148.
Spelke, E. S. (1999). Unity and diversity in knowledge. In E. Winograd, R. Fivush & W. Hirst (Eds.), Ecological approaches to cognition: Essays in honor of Ulric Neisser. Mahwah, NJ: Erlbaum.
Spelke, E. S., & Dehaene, S. (1999). Biological foundations of numerical thinking. Trends in Cognitive Sciences, 3, 365-366.
Wang, R. F., Hermer-Vazquez, L., & Spelke, E. S. (1999). Mechanisms of reorientation and object localization by children: A comparison with rats. Behavioral Neuroscience, 113, 475-485.
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Spelke, E. S. (1989). Early cognitive functioning. In C. Von Euler (Ed.), Neurobiology of early infant behaviour. UK: The Macmillan Press.
Spelke, E. S., von Hofsten, C., & Kestenbaum, R. (1989). Object perception and object-directed reaching in infancy: Interaction of spatial and kinetic information for object boundaries. Developmental Psychology, 25, 185-196.
Streri, A., & Spelke, E. S. (1989). Effects of motion and figural goodness on haptic object perception in infancy. Child Development, 60, 1111-1125.
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Spelke, E. S. (1987). The development of intermodal perception. In L. B. Cohen & P. Salapatek (Eds.), Handbook of infant perception. New York: Academic Press.
Termine, N., Hrynick, T., Kestenbaum, R., Gleitman, H., & Spelke, E. S. (1987). Perceptual completion of surfaces in infancy. Journal of Experimental Psychology: Human Perception and Performance, 13, 524-532.
Kellman, P. J., Spelke, E. S., & Short, K. (1986). Infant perception of object unity from translatory motion in depth and vertical translation. Child Development, 57, 72-86.
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Landau, B., & Spelke, E. S. (1985). Spatial knowledge and its manifestations. In H. Wellman (Ed.), Children's searching: The development of search skills and spatial representation. Hillsdale, NJ: Erlbaum.
Spelke, E. S. (1985). Perception of unity, persistence, and identity: Thoughts on infants' conceptions of objects. In J. Mehler & R. Fox (Eds.), Neonate cognition. Hillsdale, NJ: Erlbaum.
Spelke, E. S. (1985). Preferential looking methods as tools for the study of cognition in infancy. In G. Gottlieb & N. Krasnegor (Eds.), Measurement of audition and vision in the first year of postnatal life (pp. 323-363). Norwood, NJ: Ablex.
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