Elizabeth Spelke’s What Babies Know book coverProfessor, Department of Psychology
Harvard University
33 Kirkland St. Cambridge, MA 02138
Phone: 617-495-3876
Fax: 617-384-7944
[email protected]

“The Science of Gender and Science” transcript.
Link to “Cognitive Science in the Field” video.
Elizabeth Spelke’s New Yorker Profile.
Elizabeth Spelke’s New York Times Profile
Elizabeth Spelke’s Heineken Prize Profile

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Elizabeth Spelke is the Marshall L. Berkman Professor of Psychology at Harvard University and an investigator at the NSF-MIT Center for Brains, Minds and Machines. Her laboratory focuses on the sources of uniquely human cognitive capacities, including capacities for formal mathematics, for constructing and using symbols, and for developing comprehensive taxonomies of objects. She probes the sources of these capacities primarily through behavioral research on human infants and preschool children, focusing on the origins and development of their understanding of objects, actions, people, places, number, and geometry. In collaboration with computational cognitive scientists, she aims to test computational models of infants’ cognitive capacities. In collaboration with economists, she has begun to take her research from the laboratory to the field, where randomized controlled experiments can serve to evaluate interventions, guided by research in cognitive science, that seek to enhance young children’s learning.

Education:
Radcliffe College, 1967-1971. B.A. in Social Relations, 1971.
Yale University, 1972-1973.
Cornell University, 1973-1977. Ph.D. in Psychology, 1978.

Professional Experience:
Department of Psychology, University of Pennsylvania:  Assistant Professor, 1977-1981; Associate Professor with tenure, 1981-1986.
Department of Psychology, Cornell University:  Professor, 1986-1996.
Department of Brain and Cognitive Sciences, MIT:  Professor, 1996-2001.
Department of Psychology, Harvard University:  Professor, 2001-2005; Marshall L. Berkman Professor of Psychology, 2005-present.

Honors: Phi Beta Kappa, 1971; Sigma Xi, Cornell University 1978; Fulbright-Hays Senior Research Fellowship, 1983; McCandless Young Scientist Research Award, APA, 1984; John Simon Guggenheim Memorial Fellowship, 1989; James McKeen Cattell Fellowship, 1992; Society of Experimental Psychologists, 1993; D. Phil. honoris causa, Umeå University, Sweden, 1993; NIH MERIT award, 1993; American Academy of Arts and Sciences, 1997; National Academy of Sciences (USA), 1999; D. Phil. honoris causa, Ecole Pratique des Hautes Etudes, Paris, 1999; William James Award, Americal Psychological Society, 2000; Distinguished Scientific Contribution Award, American Psychological Association, 2000; Ipsen Prize in Neuronal Plasticity, Foundation Ipsen, Paris, 2001; America’s Best in Science and Medicine, Time Magazine, 2001; Fellow, American Association for the Advancement of Science, 2002; Alumni Award, New Canaan Country School, 2007; Cognitive Science Editors’ choice, one of 10 classics in Cognitive Science (“Principles of object perception, 1990); D. Phil. honoris causa, University of Paris-Descartes, 2007; Jean Nicod Prize, Ecole Normale Superieure, 2009; Fellow, Cognitive Science Society, 2009; D. Phil. honoris causa, Utrecht University, 2010. Prix La Recherche (with Izard, Pica & Dehaene), 2012. Peter Jusczyk Best Paper Award (with Huang & Snedeker), 2013; National Academy of Sciences Prize in Psychological and Cognitive Sciences, 2014; Kurt Koffka Medal, University of Giessen, Germany, 2014; British Academy for the Humanities and Social Sciences Corresponding Fellow, 2015; Editor’s Choice Award for Best Paper in the Journal of Cognition and Development (with Shutts & Roben), 2015; John P. McGovern Award Lecture in the Behavioral Sciences, 2016; C.L. de Carvalho-Heineken Prize for Cognitive Sciences, 2016; Paris Institute of Advanced Study, 2017-18, 2022; George A. Miller Prize, Cognitive Neuroscience Society, 2018; Mentor Award of the Association for Psychological Science (APS), 2021; Mentor Award of Division 7 of the American Psychological Association (APA), 2021

Selected Publications:

Please Note: These electronic articles are posted for individual, noncommercial use to ensure timely dissemination of scholarly work. They are intended for teaching and training purposes only. Articles may not be reposted or disseminated without permission by the copyright holder. Copyright holders retain all rights as indicated within each article.

Woo, B. M., Chisholm, G. H., & Spelke, E. S. (2024) Do toddlers reason about other people’s experiences of objects? A limit to early mental state reasoning. Cognition. https://osf.io/preprints/psyarxiv/3gbj6

Kudrnova, V., Spelke, E., & Thomas, A. J. (2023). Infants infer social relationships between individuals who engage in imitative social interactions. Open Mind.

Spelke, E. S. (2023). Core knowledge, language learning, and the origins of morality and pedagogy:Reply to reviews of What babies know. Mind & Language38(5), 1336-1350

      Spelke, E. S. (2023). Précis of What Babies Know. Behavioral and Brain Sciences, 1-36.

Woo, B. M., & Spelke E. S. (2023). Infants and toddlers leverage their understanding of action goals to evaluate agents who help others. Child Development, 94(3), 734-751.

Woo, B., Liu, S., & Spelke, E. (2023). Infants rationally infer the goals of other people’s reaches in the absence of first-person reaching experience.  Developmental Science,  26(2), e13314.

Liu, S., Pepe, B., Ganesh Kumar, M., Ullman, T. D., Tenenbaum, J. B., & Spelke, E. S. (2022). Dangerous ground: One-year-old infants are sensitive to peril in other agents’ action plans. Open Mind6, 211-231.

Spelke, E. S., & Shutts, K. R. (2022).  Learning in the early years, In M. Bendini & A. E. Devercelli (Eds.), Quality Early Learning.  Washington, D.C.:  World Bank Publications.

Spelke, E. S. (2022). What babies know: Core Knowledge and Composition, Vol. 1. NY: Oxford University Press.

Woo, B. M., & Spelke, E. S. (2022). Toddlers’ social evaluations of agents who act on false beliefs. Developmental Science.

Thomas, A. J., Saxe, R., & Spelke, E. S. (2022). Infants infer potential social partners by observing the interactions of their parent with unknown others. Proceedings of the National Academy of Sciences, 119(32), e2121390119.

Gjata, N., Ullman, T. D., Spelke, E., & Liu, S. (2022). What could go wrong: Adults and children calibrate their predictions and explanations of others’ actions based on relative reward and danger. Cognitive Science, 46(7), 1-21.

Izard, V., Pica, P., Spelke, E.S. (2022) Visual foundations of euclidean geometry. Cognitive Psychology.

Thomas, A. J., Woo, B., Nettle, D., Spelke, E., & Saxe, R. (2022). Early concepts of intimacy: young humans use saliva sharing to infer close relationships. Science375(6578), 311-315.

Gartstein, M. A., Seamon, D. E., Mattera, J. A., Bosquet Enlow, M., Wright, R. J., Perez-Edgar, K., … & Jordan, E. M. (2022). Using machine learning to understand age and gender classification based on  infant temperament. PloS one17(4), e0266026.

Yan, R., Jessani, G., Spelke, E. S., de Villiers, P., de Villiers, J., & Mehr, S. A. (2021). Across demographics and recent history, most parents sing to their infants and toddlers daily. Philosophical Transactions of the Royal Society B376(1840), 20210089.

McMahon, E., Kim, D., Mehr, S. A., Nakayama, K., Spelke, E. S., & Vaziri-Pashkam, M. (2021). The ability to predict actions of others from distributed cues is still developing in 6-to 8-year-old children. Journal of Vision21(5), 1-11.

Hyde, D. C., Mou, Y., Berteletti, I., Spelke, E. S., Dehaene, S., & Piazza, M. (2021). Testing the role of symbols in preschool numeracy: An experimental computer-based intervention study. PloS  one16(11), e0259775.    

Sheskin, M., Scott, K., Mills, C. M., Bergelson, E., Bonawitz, E., Spelke, E. S., Fei-Fei, L., Keil, F. C., Gweon, H., Tenenbaum, J. B., Jara-Ettinger, J., Adolph, K. E., Rhodes, M., Frank, M. C., Mehr, S. A., & Schulz, L. (2020). Online developmental science to foster innovation, access, and impact. Trends in Cognitive Sciences, S1364-6613(20)30145-5.

Dillon, M. R., Izard, V., & Spelke, E. S. (2020). Infants’ sensitivity to shape changes in 2D visual forms. Infancy. doi: 10.1111/infa.12343

Kim, S., & Spelke, E. (2020). Learning from multiple informants: children’s response to epistemic bases for consensus judgments. Journal of Experimental Child Psychology, 192, 104759.

Liu, S., Brooks, N. B., & Spelke, E. (2019). Origins of the concepts cause, cost, and goal in prereaching infants. Proceedings of the National Academy of Sciences, 116 (36), 17747–17752.

Charlesworth, Tessa E. S.; Hudson, Sa-kiera T. J.; Cogsdill, Emily J.; Spelke, Elizabeth S.; Banaji, Mahzarin R. (2019) Children use targets’ facial appearance to guide and predict social behavior. Developmental Psychology, 55(7), 1400-1413.

Calero, C. I., Shalom, D. E., Spelke, E. S., & Sigman, M. (2019). Language, gesture, and judgment: Children’s paths to abstract geometry. Journal of Experimental Child Psychology, 177, 70-85.

Hart, Y., Dillon, M. R., Marantan, A., Cardenas, A. L., Spelke, E., & Mahadevan, L. (2018). The statistical shape of geometric reasoning. Scientific Reports, 8(10), 12906.

Powell, L. J. & Spelke, E. S. (2018). Third-party preferences for imitators in 4-month-old infants. Open Mind, 10.1162.

Spokes, A. C., & Spelke, E. S. (2018).  At 4.5 but not 5.5 years, children favor kin when the stakes are moderately high.  PLoS ONE, 13(8): e0202507

Huang, Y., Xue, X., Spelke, E. S., Huang, L. Zheng, W., Peng, K. (2018). The aesthetic preference for symmetry dissociates from early-emerging attention to symmetry. Scientific Reports, 8. 10

Dillon M.R., & Spelke E.S. (2018). From map reading to geometric intuitions. Developmental Psychology, 1-13.

Mehr, S. A., & Spelke, E. S. (2017). Shared musical knowledge in 11-month-old infants. Developmental Science, 21(2), e12542.

Liu, S., Ullman, T. D., Tenenbaum, J. B., & Spelke, E. S. (2017). Ten-month-old infants infer the value of goals from the costs of actions. Science, 358 (6366), 1038-1041.

Powell, L. J. & Spelke, E. S. (2017). Human infants’ understanding of social imitation: Inferences of affiliation from third-party observations. Cognition, 170, 31-48.

Spelke, E. S. (2017). Core Knowledge, Language, and Number. Language Learning and Development, 13:2, 147-170.

Dillon, M. R., Kannan, H., Dean, J. T., Spelke, E. S., Duflo, E. (2017). Cognitive science in the field: A preschool intervention durably enhances intuitive but not formal mathematics. Science, 357, 47-55.

Ullman, T. D., Spelke, E. S., Battaglia, P. and Tenenbaum, J. B. (2017). Mind games: Game engines as an architecture for intuitive physics. Trends in Cognitive Science, 21(9), 649-665.

Dillon, M. R., Persichetti, A. S., Spelke, E. S., & Dilks, D. D. (2017). Places in the brain: Bridging layout and object geometry in scene-selective cortex. Cerebral Cortex, 1-10.

Liu, S., & Spelke, E. S. (2017). Six-month-old infants expect agents to minimize the cost of their actions. Cognition, 160, 35-42.

Spokes, A. C., & Spelke, E. S. (2017). The cradle of social knowledge: Infants’ reasoning about caregiving and affiliation. Cognition, 159, 102-116.

Khanum, S., Hanif, R., Spelke, E.S., Berteletti, I., Hyde, D.C. (2016). Effects of Non-Symbolic Approximate Number Practice on Symbolic Numerical Abilities in Pakistani Children. PLoS ONE, 11(10): e0164436.

Jara-Ettinger, J., Piantadosi, S. Spelke, E. S., Levy, R. & Gibson, E. (2016). Mastery of the logic of natural numbers is not the result of mastery of counting: Evidence from late counters. Developmental Science, 20(6), 1-11.

Dillon, M. R., & Spelke, E. S. (2016). Young children’s use of surface and object information in drawings of everyday scenes. Child Development, 88(5), 1701-1715.

Spelke, E. S. (2016). Core Knowledge and Conceptual Change: A Perspective on Social Cognition. In D. Barner & A. S. Baron (Eds.), Core Knowledge and Conceptual Change. New York: Oxford University Press.

Spelke, E. S. (2016). Cognitive Abilities of Infants. In R. J. Sternberg, S. T. Fiske, & D. J. Foss (Eds.), Scientists Making a Difference: One Hundred Eminent Behavioral and Brain Scientists Talk about Their Most Important Contributions. Cambridge, UK: Cambridge University Press.

Soley, G. & Spelke, E. S. (2016). Shared cultural knowledge. Effects of music on young children’s social preferences. Cognition, 148, 106-116.

Spokes, A. C. & Spelke, E. S. (2016). Children’s expectations and understanding of kinship as a social category. Frontiers in Psychology, 7(440).

Mehr, S. A., Song, L. A., & Spelke, E. S. (2016). For five-month-old infants, melodies are social. Psychological Science, 27(4), 486-501.

McCrink, K., & Spelke, E. S. (2016). Non-symbolic division in childhood. Journal of Experimental Child Psychology, 142, 66-82.

Dehaene-Lambertz, G. & Spelke, E. S. (2015). The infancy of the human brain. Neuron, 88, 93-109.

Dillon, M. R., Pires, A. C., Hyde, D. C., and Spelke, E. S. (2015). Children’s expectations about training the approximate number system. British Journal of Developmental Psychology, 33(4), 411-418.

Heiphetz, L., Spelke, E. S., & Young, L. L. (2015). In the name of God: How children and adults judge agents who act for religious versus secular reasons. Cognition, 144, 134-149.

Hobbs, K., & Spelke, E. S. (2015). Goal Attributions and Instrumental Helping at 14 and 24 Months of Age. Cognition, 142, 44-59.

Moulson, M. C., Shutts, K., Fox, N. A., Zeanah, C. H., Spelke, E. S. and Nelson, C. A. (2015). Effects of early institutionalization on the development of emotion processing: a case for relative sparing?. Developmental Science, 18(2) 298–313.

Huang, Y. & Spelke, E. S. (2015).Core knowledge and the emergence of symbols: The case of maps. Journal of Cognition and Development, 16, 81-96.

Chiandetti, C., Spelke, E. S., & Vallortigara, G. (2015). Inexperienced newborn chicks use geometry to spontaneously reorient to an artificial social partner. Developmental Science, 18(6), 972-978.

Dillon, M. R., & Spelke, E. S. (2014). Core geometry in perspective. Developmental Science, 18(6), 894-908.

Izard, V., Streri, A., & Spelke, E. S. (2014). Towards exact number: Young children use one-to-one correspondence to measure set identity but not numerical equality. Cognitive Psychology, 72, 27-53.

Cogsdill, E., Todorov, A., Spelke, E. S., & Banaji, M. R. (2014). Inferring character from faces: A developmental study. Psychological Science, 25(5), 1132-1139.

de Hevia, M. D., Izard, V., Coubart, A., Spelke, E. S., & Streri, A. (2014). Representations of space, time, and number in neonates. Proceedings of the National Academy of Sciences, 111, 4809-4813.

Heiphetz, L., Spelke, E. S., Harris, P. L., & Banaji, M. R. (2014). What do different beliefs tell us? An examination of factual, opinion-based, and religious beliefs. Cognitive Development, 30, 15-29.

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.

Izard, V., O’Donnell, E., & Spelke, E. S. (2014). Reading angles in maps. Child Development, 85, 237-249.

Spelke, E. S. (2013). Developmental sources of social divisions. In A. M. Battro, S. Dehaene, & W. J. Singer (Eds.), Neurosciences and the Human Person: New Perspectives on Human Activities, Pontifical Academy of Sciences, Scripta Varia, 121. Vatican City.

Skerry, A. E., Carey, S. E., & Spelke, E. S. (2013). First-person action experience reveals sensitivity to action efficiency in prereaching infants. Proceedings of the National Academy of Sciences, 110, 18728–18733.

Mehr S. A., Schachner, A., Katz, R. C., & Spelke, E. S. (2013). Two randomized trials provide no consistent evidence for nonmusical cognitive benefits of brief preschool music enrichment. PLOS ONE, 8, e82007.

Heiphetz, L., Spelke, E. S., & Banaji, M. R. (2013). Patterns of implicit and explicit attitudes in children and adults: Tests in the domain of religion. Journal of Experimental Psychology: General, 142, 864-879.

Heiphetz, L., Spelke, E. S., Harris, P. L., & Banaji, M. R. (2013). The development of reasoning about beliefs: Fact, preference, and ideology. Journal of Experimental Social Psychology, 49, 559-565.

Banerjee, K., Haque, O.S., & Spelke, E. S. (2013). Melting lizards and crying mailboxes: Children’s preferential recall of minimally counterintuitive concepts. Cognitive Science, 37, 1251-1289.

Olson, K. R., Heberlein, A. S., Kensinger, E., Burrows, C., Dweck, C. S., Spelke, E. S., & Banaji, M. R. (2013). The role of forgetting in undermining good intentions. PLOS ONE, 8, e79091.

de Hevia, M. D. & Spelke, E. S. (2013). Not all continuous dimensions map equally: Number-Brightness mapping in human infants. PLOS ONE, 8, e81241.

Powell, L. J., & Spelke, E. S. (2013). Preverbal infants expect members of social groups to act alike. Proceedings of the National Academy of Sciences, 110, E3965-E3972

Spaepen, E., Coppola, M., Flaherty, M., Spelke, E., & Goldin-Meadow, S. (2013). Generating a lexicon without a language model: Do gestures for number count? Journal of Memory and Language, 69, 496-505.

Lee, S. A., Vallortigara, G., Flore, M., Spelke, E. S., & Sovrano, V. A. (2013). Navigation by environmental geometry: The use of zebrafish as a model. The Journal of Experimental Biology, 216, 3693-3699.

Dillon, M. R., Huang, Y., & Spelke, E. S. (2013). Core foundations of abstract geometry. Proceedings of the National Academy of Sciences, 110, 14191–14195.

Piazza, M., Pica, P., Izard, V., Spelke, E. S. & Dehaene, S. (2013). Education enhances the acuity of the non-verbal approximate number system. Psychological Science, 24, 1037-1043.

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 (pp. 11-16). Oxford University Press.

Huang, Y., Spelke, E. S., & Snedeker, J. (2013). What exactly do numbers mean? Language Learning and Development, 9, 105–129.

Winkler-Rhoades, N., Carey, S. & Spelke, E. S. (2013). Two-year-old children interpret abstract, purely geometric maps. Developmental Science, 16, 365-376.

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.

McCrink, K., Spelke, E. S., Dehaene, S., & Pica, P. (2012). Non-Symbolic Halving in an Amazonian Indigene Group. Developmental Science, 6, 451-462.

Lee, S. A., Winkler-Rhoades, N. & Spelke, E. S. (2012). Spontaneous reorientation is guided by perceived surface distance. PLoS-ONE, 7, e51373.

Spelke, E. S., & Lee, S. A. (2012). Core Systems of Geometry in Animal Minds. Philosophical Transactions of the Royal Society, B., 367, 2784-93.

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.

Kinzler, K. D., Dupoux, E., & Spelke, E. S. (2012). “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.

Lee, S. A., Spelke, E. S., Vallortigara, G. (2012). Chicks, like children, spontaneously reorient by three-dimensional environmental geometry, not by image matching. Biology Letters, 8, 492-494.

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, 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: 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, 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, 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, 9782-9787.

Olson, K. R., Dweck, C. S., Spelke, E. S., & Banaji, M. R. (2011). Children’s responses to group-based inequalities: Perpetuation and rectification. Social Cognition, 29, 270-287.

Dilks, D. D., Julian, J. B., Kubilius, J., Spelke, E. S., & Kanwisher, N. (2011). Mirror-image sensitivity and invariance in object and scene processing pathways. The Journal of Neuroscience, 31, 11305-11312.

Shusterman, A., Lee, S. A., & Spelke, E. S. (2011). Cognitive effects of language on human navigation. Cognition, 120, 186-201.

Spelke, E. S., Gilmore, C. K., & McCarthy, S. (2011). Kindergarten children’s sensitivity to geometry in maps. Developmental Science, 14, 809-821.

Spelke, E. S. (2011). Natural number and natural geometry. In E. Brannon & S. Dehaene (Eds.), Space, Time and Number in the Brain: Searching for the Foundations of Mathematical Thought (pp. 287-317). Attention & Performance XXIV, Oxford University Press.

Izard, V., Pica, P., Dehaene, S., Hinchey, D., & Spelke, E. S. (2011). Geometry as a universal mental construction. In E. Brannon & S. Dehaene (Eds.), Space, Time and Number in the Brain: Searching for the Foundations of Mathematical Thought (pp. 319-332). Attention & Performance XXIV, 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, 924-936.

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, 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, 192-198.

Hyde, D. C., & Spelke, E. S. (2010). Neural signatures of number processing in human infants: Evidence for two core systems underlying numerical cognition. Developmental Science, 14, 360-371.

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.]

McCrink, K., & Spelke, E. S. (2010). Core multiplication in childhood. Cognition, 116, 204-216.

Huang, Y. T., Spelke, E. S., & Snedeker, J. (2010). When is four far more than three? Children’s generalization of newly acquired number words. Psychological Science, 21, 600-606.

de Hevia, M. D. & Spelke, E. S. (2010). Number-space mapping in human infants. Psychological Science, 21, 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, 12116-12120.

Lee, S. A., & Spelke, E. S. (2010). A modular geometric mechanism for reorientation in children. Cognitive Psychology, 61, 152-176.

Spelke, E. S., Lee, S. A., & Izard, V. (2010). Beyond core knowledge: Natural geometry. Cognitive Science, 34, 863-884.

Gilmore, C. K., McCarthy, S. E., & Spelke, E. S. (2010). Non-symbolic arithmetic abilities and mathematics achievement in the first year of formal schooling. Cognition, 115, 394-406.

Shutts, K., Banaji, M. R., & Spelke, E. S. (2010). Social categories guide young children’s preferences for novel objects. Developmental Science, 13, 599-610.

Spelke, E.S. (2009). Forum: Elizabeth S. Spelke. In M. Tomasello, Why We Cooperate (pp. 149-172). Cambridge, MA: The MIT Press.

Izard, V. & Spelke, E. S. (2009). Development of sensitivity to geometry in visual forms. Human Evolution, 24, 213-248.

Shutts, K., Ornkloo, H., von Hofsten, C., Keen, R., & Spelke, E. S. (2009). Young children’s representations of spatial and functional relations between objects. Child Development, 80, 1612-1627.

Shutts, K., Kinzler, K. D., McKee, C. B., & Spelke, E. S. (2009). Social information guides infants’ selection of foods. Journal of Cognition and Development, 10, 1-17.

Kinzler, K. D., Shutts, K., De Jesus, J., & Spelke, E. S. (2009). Accent trumps race in guiding children’s social preferences. Social Cognition, 27, 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, 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, 120-140.

Platt, M. L., & Spelke, E. S. (2009). What can developmental and comparative cognitive neuroscience tell us about the adult human brain? Current Opinion in Neurobiology, 19, 1-5

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, 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, 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, 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.

Hespos, S. J., Gredeback, G., von Hofsten, C., & Spelke, E. S. (2009). Occlusion is hard: Comparing predictive reaching for visible and hidden objects in infants and adults. Cognitive Science, 33, 1483–1502.

Spelke, E. S., & Kinzler, K. D. (2009). Innateness, learning and rationality. Child Development Perspectives, 3, 96-98.

Spelke, E. S., & Ellison, K. (2009) Gender, math and science. In C.H. Sommers (Ed.), The Science of Women in Science. Washington, DC:AEI Publications.

Lee, S. A., & Spelke, E. S. (2008). Children’s use of geometry for reorientation. Developmental Science, 11, 743-749.

Barth, H., Beckmann, L., & Spelke, E. (2008). Nonsymbolic, approximate arithmetic in children: Abstract addition prior to instruction. Developmental Psychology, 44, 1466-1477.

Dehaene, S., Izard, V., Spelke, E. S., Pica, P. (2008). Log or linear? Distinct intuitions of the number scale in Western and Amazonian cultures. Science, 320, 1217-1220.

Olson, K. R., & Spelke, E. S. (2008). Foundations of cooperation in young children. Cognition, 108, 222-231.

Izard, V., Pica, P., Spelke, E. S., & Dehaene, S. (2008). Exact equality and successor function: Two key concepts on the path towards understanding exact numbers. Philosophical Psychology, 21, 491-505.

Gilmore, C. K., & Spelke, E. S. (2008). Children’s understanding of the relationship between addition and subtraction. Cognition, 107, 932-945.

Shusterman, A. B., Lee, S.A., & Spelke, E. S. (2008). Young children’s spontaneous use of geometry in maps. Developmental Science, 11, F1-F7.

Spelke, E. S. (2008). Effects of music instruction on developing cognitive systems at the foundations of mathematics and science. Learning, Arts and the Brain: The Dana Consortium Report on Arts and Cognition. NY/Washington D.C.: Dana Press.

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, 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, 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, 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, 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, 12577-12580.

Kinzler, K. D., & Spelke, E. S. (2007). Core systems in human cognition. Progress in Brain Research, 164, 257-264.

Spaepen, E. U. & Spelke, E. S. (2007). Will any doll do? Twelve-month-olds’ reasoning about goal objects. Cognitive Psychology, 54, 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, 199-222.

Dehaene, S., Izard, V., Pica, P,. & Spelke, E. S. (2006). Core knowledge of geometry in an Amazonian indigene group. Science, 311, 381-384.

Dehaene, S., Izard, V., Pica, P., & Spelke, E. S. (2006). Examining knowledge of geometry: Response to Wulff and Delson. Science, 312, 1310.

Olson, K., Banaji, M., Dweck, C., & Spelke, E. S. (2006). Children’s evaluations of lucky and unlucky people and their social groups. Psychological Science, 17, 845-846.

Lee, S. A., Shusterman, A., & Spelke, E. S. (2006). Reorientation and landmark-guided search by young children: Evidence for two systems. Psychological Science, 17, 577-582.

Markson, L., & Spelke, E. S. (2006). Infants’ rapid learning about self-propelled objects. Infancy, 9, 45-71.

Shutts, K., Keen, R., & Spelke, E. S. (2006). Object boundaries influence toddlers’ performance in a search task. Developmental Science, 9, 97-107.

Spelke, E. S., & Grace, A. D. (2006). Abilities, motives, and personal styles: Reply to Ackerman, Dai & Gridley. American Psychologist, 61, 725-726.

Spelke, E. S., & Grace, A. D. (2006). Sex, math, and science. In S. Ceci & W. Williams (Eds.), Why aren’t more women in science? Top gender researchers debate the evidence, Washington, DC: APA Publications.

Barth, H., La Mont, K., Lipton, J., & Spelke, E. S. (2005). Abstract number and arithmetic in young children. Proceedings of the National Academy of Sciences, 102, 14116-14121.

Lipton, J. S., & Spelke, E. S. (2005). Preschool children master the logic of number word meanings. Cognition, 98, B57-B66.

Lipton, J. S., & Spelke, E. S. (2005). Preschool children’s mapping of number words to nonsymbolic numerosities. Child Development, 76, 978-988.

Shusterman, A., & Spelke, E. S. (2005). Language and the development of spatial reasoning. In P. Carruthers, S. Laurence, & S. Stich (Eds.), The innate mind: Structure and contents, New York, NY: Oxford University Press, 89-106.

Spelke, E. S. (2005). Sex differences in intrinsic aptitude for mathematics and science: A critical review. American Psychologist, 60, 950-958.

Wood, J. N., & Spelke, E. S. (2005). Chronometric studies of numerical cognition in five-month-old infants. Cognition, 97(1), 23-39.

Wood, J. N., & Spelke, E. S. (2005). Infants’ enumeration of actions: Numerical discrimination and its signature limits. Developmental Science, 8(2), 173-181.

Xu, F., Spelke, E. S., & Goddard, S. (2005). Number sense in human infants. Developmental Science, 8(1), 88-101.

Feigenson, L., Dehaene, S. & Spelke, E. S. (2004). Core systems of number. Trends in Cognitive Sciences, 8(10), 307-314.

Feigenson, L., Dehaene, S., & Spelke, E. S. (2004). Origins and endpoints of the core systems of number: Reply to Fias and Verguts. Trends in Cognitive Sciences, 8(10), 448-449.

Hauser, M. D., & Spelke, E. S. (2004). Evolutionary and developmental foundations of human knowledge: A case study of mathematics. In M. Gazzaniga (Ed.), The Cognitive Neurosciences, Vol. 3. Cambridge: MIT Press.

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.

Shutts, K., & Spelke, E. S. (2004). Straddling the perception-conception boundary. Developmental Science, 7(5), 507-511.

Streri, A., Gentaz, E., Spelke, E., & Van de Walle, G. A. (2004). Infants’ haptic perception of object unity in rotating displays. Quarterly Journal of Experimental Psychology, 57A(3), 523-538

Spelke, E. S. (2004). Core knowledge. In N. Kanwisher & J. Duncan (Eds.), Attention and Performance: Functional neuroimaging of visual cognition (Vol 20, pp. 29-56). Oxford: Oxford University Press.

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.

Lipton, J. S., & Spelke, E. S. (2003). Origins of number sense: Large number discrimination in human infants. Psychological Science, 14(5), 396-401.

Smith, W. C., Johnson, S. C. & Spelke, E. S. (2003). Motion and edge sensitivity in perception of object unity. Cognitive Psychology, 46, 31-64.

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.

Phillips, A., Wellman, H., & Spelke, E. (2002). Infants’ ability to connect gaze and emotional expression as cues to intentional action. Cognition, 85(1), 53-78.

Santos, L. R., Hauser, M. D., & Spelke, E. S. (2002). Domain-specific knowledge in human children and non-human primates: Artifact and food kinds. In M. Bekoff (Ed.), The Cognitive Animal. Cambridge, MA: MIT Press.

Spelke, E. S. (2002). Developmental neuroimaging: A developmental psychologist looks ahead. Developmental Science, 5(3), 392-396.

Spelke, E. S., & Hespos, S. J. (2002). Conceptual development in infancy: The case of containment. In N. L. Stein, P. J. Bauer, & M. Rabinowitch (Eds.), Representation, Memory, and Development: Essays in honor of Jean Mandler. Hillsdale, NJ: Erlbaum.

Wang, R. F., & Spelke, E. S. (2002). Human spatial representation: Insights from animals. Trends in Cognitive Sciences, 6(9), 376-382.

Gouteux, S., & Spelke, E. S. (2001). Children’s use of geometry and landmarks to reorient in an open space. Cognition, 81(2). 119-148.

Munakata, Y., Santos, L., R. Spelke, E. S., Hauser, M. D., & O’Reilly, R. C. (2001). Visual representation in the wild: How rhesus monkeys parse objects. Journal of Cognitive Neuroscience, 13, 44-58.

Santos, L. R., Hauser, M. D., & Spelke, E. S. (2001). Recognition and categorization of biologically significant objects by rhesus monkeys (macaca mulatta): The domain of food. Cognition, 82(2). 127-155.

Spelke, E. S., & Hespos, S. J. (2001). Continuity, competence, and the object concept. In E. Dupoux (Ed.), Language, brain, and cognitive development: Essays in honor of Jacques Mehler (pp. 325-340). Cambridge, MA: Bradford/MIT Press.

Spelke, E. S., & von Hofsten, C. (2001). Predictive reaching for occluded objects by 6-month-old infants. Journal of Cognition and Development, 2(3), 261-281.

Spelke, E. S., & Tsivkin, S. (2001). Initial knowledge and conceptual change: Space and number. In M. Bowerman & S. Levinson (Eds.), Language acquisition and conceptual development. Cambridge, UK: Cambridge University Press.

Spelke, E. S., & Tsivkin, S. (2001). Language and number: A bilingual training study. Cognition, 78, 45-88.

Condry, K. F., Smith, W. C., & Spelke, E. S. (2000). Development of perceptual organization. In F. Lacerda & M. Heiman (Eds.), Emerging Cognitive Abilities in Early Infancy. Hillsdale, NJ: Erlbaum.

von Hofsten, C., Feng, Q., & Spelke, E. S. (2000). Object representation and predictive action in infancy. Developmental Science, 3, 193-205.

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.

Xu, F., & Spelke, E. S. (2000). Large number discrimination in 6-month-old infants. Cognition, 74, B1-B11.

Dehaene, S., Spelke, E. S., Pinel, P., Stanescu, R., & Tsivkin, S. (1999). Sources of mathematical thinking: Behavioral and brain-imaging evidence. Science, 284, 970-974.

Hermer-Vasquez, L., Spelke, E. S., & Katsnelson, A. S. (1999). Sources of flexibility in human cognition: Dual-task studies of space and language. Cognitive Psychology, 39, 3-36.

Jusczyk, P. W., Johnson, S. P., Spelke, E. S., & Kennedy, L. J. (1999). Synchronous change and perception of object unity: Evidence from adults and infants. Cognition, 71, 257-288.

Kim, I. K., & Spelke, E. S. (1999). Perception and understanding of effects of gravity and inertia on object motion. Developmental Science, 2(3), 339-362.

Spelke, E. S. (1999). Infant cognition. In R.A. Wilson and F. Keil (Eds.), The MIT Encyclopedia of the Cognitive Sciences. Cambridge, MA: MIT Press.

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.

von Hofsten, C., Vishton, P., Spelke, E. S., Feng, Q., & Rosander, K. (1998). Predictive action in infancy: Tracking and reaching for moving objects. Cognition, 76(3), 255-285.

Spelke, E. S. (1998). Nativism, empiricism, and the origins of knowledge. Infant Behavior and Development, 21(2), 181-200.

Spelke, E. S. (1998). Nature, nurture, and development. In J. Hochberg and J. E. Cutting (Eds.), Handbook of perception and cognition, 2nd ed: Perception and cognition at century’s end. San Diego, CA: Academic Press.

Spelke, E. S., & Newport, E. (1998). Nativism, empiricism, and the development of knowledge. In R. Lerner (Ed.), Handbook of child psychology, 5th ed., Vol. 1: Theoretical models of human development. NY: Wiley.

Van de Walle, G., Rubenstein, J., & Spelke, E. S. (1998). Infant sensitivity to shadow motions. Cognitive Development, 13, 387-419.

Carey, S., & Spelke, E. S. (1996). Science and core knowledge. Philosophy of Science, 63(4), 515-533.

Hermer, L., & Spelke, E. S. (1996). Modularity and development: The case of spatial reorientation. Cognition, 61, 195-232.

Spelke, E. S., & Hermer, L. (1996). Early cognitive development: Objects and space. In R. Gelman & T. Au (Eds.), Handbook of perception and cognition, Vol. 1: Perceptual and cognitive development. San Diego, CA: Academic Press.

Van de Walle, G., & Spelke, E. S. (1996). Spatiotemporal integration and object perception in infancy. Child Development, 67, 2621-2640.

Hermer, L., & Spelke, E. S. (1995). L’Homme raisonne-t-il mieux que les animaux? La Recherche, 26, 78-79.

Spelke, E. S., Gutheil, G., & Van de Walle, G. (1995). The development of object perception. In D. Osherson (Ed.), Invitation to cognitive science, 2nd ed., Vol. 2: Visual cognition. Cambridge, MA: MIT Press.

Spelke, E. S., Kestenbaum, R., Simons, D., & Wein, D. (1995). Spatiotemporal continuity, smoothness of motion and object identity in infancy. The British Journal of Developmental Psychology, 13, 113-142.

Spelke, E. S., Phillips, A. T., & Woodward, A. L. (1995). Infants’ knowledge of object motion and human action. In D. Sperber, D. Premack, A. Premack, & (Eds.), Causal cognition: A multidisciplinary debate. Oxford University Press.

Spelke, E. S., Vishton, P., & von Hofsten, C. (1995). Object perception, object-directed action, and physical knowledge in infancy. In M. Gazzaniga (Ed.), The Cognitive Neurosciences. Cambridge, MA: MIT Press.

Carey, S., & Spelke, E. S. (1994). Domain-specific knowledge and conceptual change. In L. Hirschfeld & S. Gelman (Eds.), Mapping the mind: Domain specificity in cognition and culture, pp. 169-200. Cambridge, UK: Cambridge University Press.

Hermer, L., & Spelke, E. S. (1994). A geometric process for spatial reorientation in young children. Nature, 370, 57-59.

Slater, A., Johnson, S. P., Kellman, P. J., & Spelke, E. S. (1994). The role of three-dimensional depth cues in infants’ perception of partly occluded objects. Early Development and Parenting, 3, 187-191.

Spelke, E. S. (1994). Initial knowledge: Six suggestions. Cognition, 50, 431-445. (Reprinted in J. Mehler and S. Franck (Eds.) Cognition on Cognition, pp. 433-448. Cambridge, MA: MIT Press.)

Spelke, E. S. (1994). Developing knowledge: Diverse perspectives and common themes. In A. Vyt, H. Bloch and M. H. Bornstein (Eds.), Early child development in the French tradition: Contributions from current research. Hillsdale, NJ: Lawrence Erlbaum Associates.

Spelke, E. S. (1994). Preferential looking and intermodal perception in infancy: Comment on Lewkowicz (1992). Infant Behavior and Development, 17, 285-288.

Spelke, E. S., Katz, G., Purcell, S. E., Ehrlich, S. M., & Breinlinger, K. (1994). Early knowledge of object motion: Continuity and inertia. Cognition, 51, 131-176.

Spelke, E. S., Breinlinger, K., Jacobson, K., & Phillips, A. (1993). Gestalt relations and object perception: A developmental study. Perception, 22, 1483-1501.

Spelke, E. S., & Van de Walle, G. (1993). Perceiving and reasoning about objects: Insights from infants. In N. Eilan, R. McCarthy, & W. Brewer (Eds.), Spatial representation. Oxford: Basil Blackwell.

Streri, A., Spelke, E. S., & Rameix, E. (1993). Modality-specific and amodal aspects of object perception in infancy: The case of active touch. Cognition, 47, 251-279.

Van de Walle, G., & Spelke, E. S. (1993). L’intégration spatio-temporelle dans la perception des objects chez le bébé. Psychologie Française, 38, 75-83.

Woodward, A., Phillips, A., & Spelke, E. S. (1993). Infants’ expectations about the motions of inanimate vs. animate objects. Proceedings of the Cognitive Science Society. Hillsdale, NJ: Erlbaum.

Kim, I. K., & Spelke, E. S. (1992). Infants’ sensitivity to effects of gravity on visible object motion. Journal of Experimental Psychology: Human Perception and Performance, 18, 385-393.

Soja, N. N., Carey, S., & Spelke, E. S. (1992). Perception, ontology, and word meaning. Cognition, 45, 101-107.

Spelke, E. S., Breinlinger, K., Macomber, J., & Jacobson, K. (1992). Origins of knowledge. Psychological Review, 99, 605-632.

Soja, N., Carey, S., & Spelke, E. S. (1991). Ontological categories guide young children’s inductions of word meaning: Object terms and substance terms. Cognition,38, 179-211. (Reprinted in A. I. Goldman (Ed.) Readings in philosophy and cognitive science, pp. 461-480.Cambridge, MA: MIT Press.)

Spelke, E. S. (1991). Physical knowledge in infancy: Reflections on Piaget’s theory. In S. Carey & R. Gelman (Eds.), Epigenesis of mind: Studies in biology and cognition. Hillsdale, NJ: Erlbaum.

Starkey, P., Spelke, E. S., & Gelman, R. (1991). Toward a comparative psychology of number. Cognition, 39, 171-172.

Spelke, E. S. (1990). Cognitive capacities of human infants: Conceptions of object motion. In G. Edelman (Ed.), Signal and sense: Local and global order in the nervous system. NY: Wiley.

Spelke, E. S. (1990). Principles of object perception. Cognitive Science, 14, 29-56.

Spelke, E. S. (1990). Origins of visual knowledge. In D. Osherson et al. (Eds.) An invitation to cognitive science, Vol. 2. Cambridge, MA: MIT Press. (Reprinted in A. I. Goldman (Ed.) Readings in philosophy and cognitive science. Cambridge, MA: MIT Press.)

Starkey, P., Spelke, E. S., & Gelman, R. (1990). Numerical abstraction by human infants. Cognition, 36, 97-128.

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.

Landau, B., & Spelke, E. S. (1988). Geometric complexity and object search in infancy. Developmental Psychology, 24, 512-521.

Spelke, E. S. (1988). The origins of physical knowledge. In L. Weiskrantz (Ed.), Thought without language. Oxford, UK: Oxford Press.

Spelke, E. S. (1988). Where knowledge begins. Physical conceptions in infancy. In H. Azuma (Ed.), IXth Biennial Meetings of International Society for the Study of Behavioural Development. Tokyo, Japan: The Center of Developmental Education and Research.

Spelke, E. S. (1988). Where perceiving ends and thinking begins: The apprehension of objects in infancy. In A. Yonas (Ed.), Perceptual development in infancy. Minnesota Symposium on Child Psychology (Vol. 20). Hillsdale, NJ: Lawrence Erlbaum, Assoc.

Streri, A., & Spelke, E. S. (1988). Haptic perception of objects in infancy. Cognitive Psychology, 20, 1-23.

Kellman, P. J., Gleitman, H., & Spelke, E. S. (1987). Object and observer motion in the perception of objects by infants. Journal of Experimental Psychology: Human Perception and Performance, 13, 586-593.

Kestenbaum, R., Termine, N., & Spelke, E. S. (1987). Perception of objects and object boundaries by three-month-old infants. British Journal of Developmental Psychology, 5, 367-383.

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.

Spelke, E. S., & von Hofsten, C. (1986). Do infants reach for objects? A reply to Stiles-Davis. Journal of Experimental Psychology: General, 115, 98-100.

Spelke, E. S., & Kestenbaum, R. (1986). Les origines du concept d’objet. Psychologie Française, 31, 67-72.

Baillargeon, R., Spelke, E. S., & Wasserman, S. (1985). Object permanence in five-month-old infants. Cognition, 20, 191-208.

von Hofsten, C., & Spelke, E. S. (1985). Object perception and object-directed reaching in infancy. Journal of Experimental Psychology: General, 114, 198-212.

Jones, R., Spelke, E. S., & Alley, T. (1985). Perceptual development. In W. H. Warren, Jr., & R. E. Shaw (Eds.), Persistence and change. Hillsdale, NJ: Erlbaum.

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.

Starkey, P., Gelman, R., & Spelke, E. S. (1985). Technical comment: Detection of number or numerousness by human infants. Science, 228, 1222.

Landau, B., Spelke, E. S., & Gleitman, H. (1984). Spatial knowledge in a young blind child. Cognition, 16, 225-260.

Gelman, R., Spelke, E. S., & Meck, E. (1983). What preschoolers know about animate and inanimate objects. In D. Rogers & J. A. Sloboda (Eds.), The acquisition of symbolic skills. New York: Plenum

Gibson, E. J., & Spelke, E. S. (1983). The development of perception. In P. Mussen (series Ed.) & J. H. Flavell & E. Markman (Eds.), Handbook of Child Psychology, Vol 3. New York: Wiley.

Kellman, P. J., & Spelke, E. S. (1983). Perception of partly occluded objects in infancy. Cognitive Psychology, 15, 483-524.

Spelke, E. S. (1983). Cognition in infancy. MIT Occasional Papers in Cognitive Science. No. 23.

Spelke, E. S. (1983). Constraints on intermodal perception. In L. S. Liben (Ed.), Piaget and the foundations of knowledge. Hillsdale, NJ: Erlbaum.

Spelke, E. S., Born, W. S., & Chu, F. (1983). Perception of moving, sounding objects by four-month-old infants. Perception, 12, 719-732.

Starkey, P., Spelke, E. S., & Gelman, R. (1983). Detection of intermodal numerical correspondences by human infants. Science, 222, 179-181.

Spelke, E. S. (1982). Perceptual knowledge of objects in infancy. In J. Mehler, M. Garrett & E. Walker (Eds.), Perspectives on mental representation. Hillsdale, NJ: Erlbaum.

Gelman, R., & Spelke, E. S. (1981). The development of thoughts about animate and inanimate objects: Implications for research in social cognition. In J. H. Flavell & L. Ross (Eds.), The development of social cognition in children. Cambridge, England: Cambridge University Press.

Landau, B., Gleitman, H., & Spelke, E. S. (1981). Spatial knowledge and geometrical representation in a child blind from birth. Science, 213, 1275-1278.

Neisser, U., Hirst, W. C., & Spelke, E. S. (1981). Limited capacity theories and the notion of automaticity: Reply to Lucas and Bub. Journal of Experimental Psychology: General, 110, 499-500.

Spelke, E. S. (1981). The infant’s acquisition of knowledge of bimodally specified events. Journal of Experimental Child Psychology, 31, 279-299.

Spelke, E. S., & Cortelyou, A. (1981). Perceptual aspects of social knowing: Looking and listening in infancy. In M. E. Lamb & L. R. Sherrod (Eds.), Infant social cognition: Empirical and theoretical considerations. Hillsdale, NJ: Erlbaum.

Hirst, W. C., Spelke, E. S., Reaves, C. C., Caharach, G., & Neisser, U. (1980). Dividing attention without alternation or automaticity. Journal of Experimental Psychology: General, 109, 98-117

Spelke, E. S. (1980). A sampling of infant cognition: A review of John Oates (Ed.) Early cognitive development. Contemporary Psychology, 25, 549-550.

Spelke, E. S. (1979). Exploring audible and visible events in infancy. In A. D. Pick (Ed.), Perception and its development: A tribute to Eleanor J. Gibson. Hillsdale, NJ: Erlbaum.

Spelke, E. S. (1979). Perceiving bimodally specified events in infancy. Developmental Psychology, 15, 626-636.

Spelke, E. S., & Owsley, C. J. (1979). Intermodal exploration and knowledge in infancy. Infant Behavior and Development, 2, 13-27.

Hirst, W. C., Neisser, U., & Spelke, E. S. (1978). Divided attention. Human Nature, 1, 54-61.

Spelke, E. S. (1976). Infants’ intermodal perception of events. Cognitive Psychology, 8, 553-560.

Spelke, E. S., Hirst, W., & Neisser, U. (1976). Skills of divided attention. Cognition, 4, 215-230.

Kotelchuck, M., Zelazo, P., Kagan, J., & Spelke, E. S. (1975). Infant reaction to parental separations when left with familiar and unfamiliar adults. Journal of Genetic Psychology, 126, 225-262.

Lester, B., Kotelchuck, M., Spelke, E. S., Sellers, M. J., & Klein, R. (1974). Separation protest in Guatemalan infants: Cross-cultural and cognitive findings. Developmental Psychology, 10, 79-85.

Spelke, E. S., Zelazo, P., Kagan, J., & Kotelchuck, M. (1973). Father interaction and separation protest. Developmental Psychology, 9, 83-90.