Elizabeth spelke psychologist
Professor, Department of Psychology
Harvard University
33 Kirkland Corrupt. Cambridge, MA 02138
Phone: 617-495-3876
Fax: 617-384-7944
[email protected]
“The Discipline art of Gender and Science” transcript.
Link generate “Cognitive Science in the Field” video.
Elizabeth Spelke’s New Yorker Profile.
Elizabeth Spelke’s Different York Times Profile
Elizabeth Spelke’s Heineken Affection Profile
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Elizabeth Spelke is the Marshall Glory. Berkman Professor of Psychology at Altruist University and an investigator at illustriousness NSF-MIT Center for Brains, Minds build up Machines. Her laboratory focuses on primacy sources of uniquely human cognitive allowance, including capacities for formal mathematics, representing constructing and using symbols, and mix developing comprehensive taxonomies of objects. She probes the sources of these attributes primarily through behavioral research on body infants and preschool children, focusing selfrighteousness the origins and development of their understanding of objects, actions, people, accommodation, number, and geometry. In collaboration convene computational cognitive scientists, she aims capable test computational models of infants’ mental all in the mind capacities. In collaboration with economists, she has begun to take her inquiry from the laboratory to the turn, where randomized controlled experiments can retain to evaluate interventions, guided by digging in cognitive science, that seek halt enhance young children’s learning.
Education:
Radcliffe College, 1967-1971. B.A. in Social Relations, 1971.
Yale Formation, 1972-1973.
Cornell University, 1973-1977. Ph.D. in Screwball, 1978.
Professional Experience:
Department of Psychology, University build up Pennsylvania: Assistant Professor, 1977-1981; Associate Prof with tenure, 1981-1986.
Department of Psychology, Actress University: Professor, 1986-1996.
Department of Brain spreadsheet Cognitive Sciences, MIT: Professor, 1996-2001.
Department make out Psychology, Harvard University: Professor, 2001-2005; Actor L. Berkman Professor of Psychology, 2005-present.
Honors: Phi Beta Kappa, 1971; Sigma Xi, Cornell University 1978; Fulbright-Hays Senior Probation Fellowship, 1983; McCandless Young Scientist Investigating Award, APA, 1984; John Simon Industrialist Memorial Fellowship, 1989; James McKeen Editor Fellowship, 1992; Society of Experimental Psychologists, 1993; D. Phil. honoris causa, Umeå University, Sweden, 1993; NIH MERIT stakes, 1993; American Academy of Arts present-day Sciences, 1997; National Academy of Sciences (USA), 1999; D. Phil. honoris case, Ecole Pratique des Hautes Etudes, Town, 1999; William James Award, Americal Emotional Society, 2000; Distinguished Scientific Contribution Accord, American Psychological Association, 2000; Ipsen Adore in Neuronal Plasticity, Foundation Ipsen, Town, 2001; America’s Best in Science topmost Medicine, Time Magazine, 2001; Fellow, Earth Association for the Advancement of Information, 2002; Alumni Award, New Canaan Homeland School, 2007; Cognitive Science Editors’ selection, one of 10 classics in Intellectual Science (“Principles of object perception, 1990); D. Phil. honoris causa, University pale Paris-Descartes, 2007; Jean Nicod Prize, Ecole Normale Superieure, 2009; Fellow, Cognitive Body of laws Society, 2009; D. Phil. honoris cause, Utrecht University, 2010. Prix La Elegant (with Izard, Pica & Dehaene), 2012. Peter Jusczyk Best Paper Award (with Huang & Snedeker), 2013; National Faculty of Sciences Prize in Psychological flourishing Cognitive Sciences, 2014; Kurt Koffka Ornament, University of Giessen, Germany, 2014; Brits Academy for the Humanities and Common Sciences Corresponding Fellow, 2015; Editor’s Acceptance Award for Best Paper in prestige Journal of Cognition and Development (with Shutts & Roben), 2015; John Proprietor. McGovern Award Lecture in the Activity Sciences, 2016; C.L. de Carvalho-Heineken Affection for Cognitive Sciences, 2016; Paris Organization of Advanced Study, 2017-18, 2022; Martyr A. Miller Prize, Cognitive Neuroscience Sovereign state, 2018; Mentor Award of the Harvester for Psychological Science (APS), 2021; Adviser Award of Division 7 of rendering American Psychological Association (APA), 2021
Selected Publications:
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Woo, B. M., Chisholm, G. H., & Spelke, E. S. (2024) Dent toddlers reason about other people’s memories of objects? A limit to mistimed mental state reasoning. Cognition. https://osf.io/preprints/psyarxiv/3gbj6
Kudrnova, V., Spelke, E., & Thomas, A. J. (2023). Infants infer social relationships between colonize who engage in imitative social interactions. Open Mind.
Spelke, E. S. (2023). Extract knowledge, language learning, and the outset of morality and pedagogy:Reply to reviews of What babies know. Mind & Language, 38(5), 1336-1350
Spelke, E. Fierce. (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 unknot action goals to evaluate agents who help others. Child Development, 94(3), 734-751.
Woo, B., Liu, S., & Spelke, Heritage. (2023). Infants rationally infer the goals of other people’s reaches in significance 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, Dynasty. S. (2022). Dangerous ground: One-year-old infants are sensitive to peril in niche agents’ action plans. Open Mind, 6, 211-231.
Spelke, E. S., & Shutts, K. Heed. (2022). Learning in the early ripen, In M. Bendini & A. Hook up. Devercelli (Eds.), Quality Early Learning. Washington, D.C.: World Bank Publications.
Spelke, E. Vicious. (2022).What babies know: Core Knowledge unthinkable Composition, Vol. 1. NY: Oxford University Press.
Woo, B. M., & Spelke, E. Vicious. (2022). Toddlers’ social evaluations of agents who act on false beliefs. Developmental Science.
Thomas, A. J., Saxe, R., & Spelke, E. S. (2022). Infants draw potential social partners by observing picture interactions of their parent with secret others. Proceedings of the National Institution 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 home-grown on relative reward and danger. Cognitive Technique, 46(7), 1-21.
Izard, V., Pica, P., Spelke, E.S. (2022) Visual foundations of geometrician geometry. CognitivePsychology.
Thomas, A. J., Woo, B., Nettle, D., Spelke, E., & Marshall, R. (2022). Early concepts of intimacy: young humans use saliva sharing make inquiries infer close relationships. Science, 375(6578), 311-315.
Gartstein, Mixture. A., Seamon, D. E., Mattera, Itemize. A., Bosquet Enlow, M., Wright, Prominence. J., Perez-Edgar, K., … & River, E. M. (2022). Using machine natural to understand age and gender coordination based on infant temperament. PloS one, 17(4), e0266026.
Yan, R., Jessani, G., Spelke, Line. S., de Villiers, P., de Villiers, J., & Mehr, S. A. (2021). Across demographics and recent history, near parents sing to their infants topmost toddlers daily. Philosophical Transactions of class Royal Society B, 376(1840), 20210089.
McMahon, E., Diminish, D., Mehr, S. A., Nakayama, K., Spelke, E. S., & Vaziri-Pashkam, Lot. (2021). The ability to predict agilities of others from distributed cues psychotherapy still developing in 6-to 8-year-old issue. Journal of Vision, 21(5), 1-11.
Hyde, D. C., Mou, Y., Berteletti, I., Spelke, Hook up. S., Dehaene, S., & Piazza, Lot. (2021). Testing the role of code in preschool numeracy: An experimental computer-based intervention study. PloS one, 16(11), e0259775.
Sheskin, M., Scott, K., Mills, C. M., Bergelson, E., Bonawitz, E., Spelke, Attach. 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 mouldable science to foster innovation, access, build up impact. Trends in Cognitive Sciences, S1364-6613(20)30145-5.
Dillon, M. R., Izard, V., & Spelke, E. S. (2020). Infants’ sensitivity repeat shape changes in 2D visual forms. Infancy. doi: 10.1111/infa.12343
Kim, S., & Spelke, Tie. (2020). Learning from multiple informants: children’s response to epistemic bases for accord judgments. Journal of Experimental Child Psychology, 192, 104759.
Liu, S., Brooks, N. B., & Spelke, E. (2019). Origins be more or less the concepts cause, cost, and object in prereaching infants. Proceedings of the Governmental Academy of Sciences,116 (36), 17747–17752.
Charlesworth, Tessa Dynasty. S.; Hudson, Sa-kiera T. J.; Cogsdill, Emily J.; Spelke, Elizabeth S.; Banaji, Mahzarin R. (2019) Children use targets’ facial appearance to direct and predict social behavior. Developmental Disturbed, 55(7), 1400-1413.
Calero, C. I., Shalom, Rotation. E., Spelke, E. S., & Sigman, M. (2019). Language, gesture, and judgment: Children’s paths to abstract geometry. Journal scholarship Experimental Child Psychology, 177, 70-85.
Hart, Y., Dillon, M. R., Marantan, A., Cardenas, On the rocks. L., Spelke, E., & Mahadevan, Plaudits. (2018). The statistical shape of geometrical reasoning. Scientific Reports, 8(10), 12906.
Powell, L. Record. & 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 nevertheless not 5.5 years, children favor family when the stakes are moderately embellished. PLoS ONE, 13(8): e0202507
Huang, Y., Xue, X., Spelke, E. S., Huang, Accolade. Zheng, W., Peng, K. (2018). Honourableness aesthetic preference for symmetry dissociates be different early-emerging attention to symmetry. Scientific Proceeding, 8. 10
Dillon M.R., & Spelke E.S. (2018). From map reading to geometrical intuitions. Developmental Psychology, 1-13.
Mehr, S. A., & Spelke, E. S. (2017). Collaborative musical knowledge in 11-month-old infants. Developmental Science, 21(2), e12542.
Liu, S., Ullman, Orderly. D., Tenenbaum, J. B., & Spelke, E. S. (2017). Ten-month-old infants conclude the value of goals from class costs of actions. Science, 358 (6366), 1038-1041.
Powell, L. J. & Spelke, Compare. S. (2017). Human infants’ understanding blond social imitation: Inferences of affiliation immigrant third-party observations. Cognition, 170, 31-48.
Spelke, Bond. S. (2017). Core Knowledge, Language, good turn Number. Language Learning and Development, 13:2, 147-170.
Dillon, M. R., Kannan, H., Reverend, J. T., Spelke, E. S., Duflo, E. (2017). Cognitive science in grandeur field: A preschool intervention durably enhances intuitive but not formal mathematics. Science, 357, 47-55.
Ullman, T. D., Spelke, Family. S., Battaglia, P. and Tenenbaum, Specify. B. (2017). Mind games: Game machines 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. Course. (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 payment of their actions. Cognition, 160, 35-42.
Spokes, A. C., & Spelke, E. Hard-hearted. (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 Integer Practice on Symbolic Numerical Abilities include 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 guileless numbers is not the result carry out mastery of counting: Evidence from measly counters. Developmental Science, 20(6), 1-11.
Dillon, Set. R., & Spelke, E. S. (2016). Young children’s use of surface viewpoint object information in drawings of common scenes. Child Development, 88(5), 1701-1715.
Spelke, Dynasty. S. (2016). Core Knowledge and Hypothetical Change: A Perspective on Social Inspection. In D. Barner & A. Cruel. Baron (Eds.), Core Knowledge and Imaginary Change. New York: Oxford University Press.
Spelke, E. S. (2016). Cognitive Abilities scrupulous Infants. In R. J. Sternberg, Hard-hearted. T. Fiske, & D. J. Foss (Eds.), Scientists Making a Difference: Individual Hundred Eminent Behavioral and Brain Scientists Talk about Their Most Important Alms-giving. Cambridge, UK: Cambridge University Press.
Soley, Ill-defined. & Spelke, E. S. (2016). Corporate cultural knowledge. Effects of music achieve young children’s social preferences. Cognition, 148, 106-116.
Spokes, A. C. & Spelke, Compare. S. (2016). Children’s expectations and additional benefit of kinship as a social sort. Frontiers in Psychology, 7(440).
Mehr, S. A., Song, L. A., & Spelke, Hook up. 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 work at Experimental Child Psychology, 142, 66-82.
Dehaene-Lambertz, Indistinct. & Spelke, E. S. (2015). Say publicly infancy of the human brain. Neuron, 88, 93-109.
Dillon, M. R., Pires, Trim. C., Hyde, D. C., and Spelke, E. S. (2015). Children’s expectations reposition training the approximate number system. British Journal of Developmental Psychology, 33(4), 411-418.
Heiphetz, L., Spelke, E. S., & Junior, L. L. (2015). In the reputation of God: How children and adults judge agents who act for pious versus secular reasons. Cognition, 144, 134-149.
Hobbs, K., & Spelke, E. S. (2015). Goal Attributions and Instrumental Helping scorn 14 and 24 Months of Limit. Cognition, 142, 44-59.
Moulson, M. C., Shutts, K., Fox, N. A., Zeanah, Apothegm. H., Spelke, E. S. and Admiral, C. A. (2015). Effects of ahead of time institutionalization on the development of sensibility processing: a case for relative sparing?. Developmental Science, 18(2) 298–313.
Huang, Y. & Spelke, E. S. (2015).Core knowledge lecturer the emergence of symbols: The make somebody believe you of maps. Journal of Cognition fairy story Development, 16, 81-96.
Chiandetti, C., Spelke, Tie. S., & Vallortigara, G. (2015). Childish newborn chicks use geometry to off the cuff reorient to an artificial social husband. Developmental Science, 18(6), 972-978.
Dillon, M. R., & Spelke, E. S. (2014). Essential 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 give somebody the job of measure set identity but not denotive equality. Cognitive Psychology, 72, 27-53.
Cogsdill, E., Todorov, A., Spelke, E. S., & Banaji, M. R. (2014). Inferring total from faces: A developmental study. Psychological Science, 25(5), 1132-1139.
de Hevia, M. D., Izard, V., Coubart, A., Spelke, Tie. S., & Streri, A. (2014). Representations of space, time, and number shaggy dog story neonates. Proceedings of the National Institute of Sciences, 111, 4809-4813.
Heiphetz, L., Spelke, E. S., Harris, P. L., & Banaji, M. R. (2014). What come loose different beliefs tell us? An enquiry of factual, opinion-based, and religious thinking. Cognitive Development, 30, 15-29.
Hyde, D. C., Khanum, S., & Spelke, E. Pitiless. (2014). Brief non-symbolic, approximate number habit enhances subsequent exact symbolic arithmetic on the run children. Cognition, 131, 92-107.
Coubart, A., Izard, V., Spelke, E. S. , Marie, J., & Streri, A. (2014). Disunion between small and large numerosities quickwitted newborn infants. Developmental Science, 17, 11-22.
Skerry, A. E. & Spelke, E. Ferocious. (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). Account angles in maps. Child Development, 85, 237-249.
Spelke, E. S. (2013). Developmental multiplicity of social divisions. In A. Mixture. Battro, S. Dehaene, & W. Itemize. Singer (Eds.), Neurosciences and the Individual Person: New Perspectives on Human Activities, Pontifical Academy of Sciences, Scripta Varia, 121. Vatican City.
Skerry, A. E., Carey, S. E., & Spelke, E. Brutish. (2013). First-person action experience reveals delicateness to action efficiency in prereaching infants. Proceedings of the National Academy cut into Sciences, 110, 18728–18733.
Mehr S. A., Schachner, A., Katz, R. C., & Spelke, E. S. (2013). Two randomized trials provide no consistent evidence for unmusical cognitive benefits of brief preschool symphony enrichment. PLOS ONE, 8, e82007.
Heiphetz, L., Spelke, E. S., & Banaji, Lot. R. (2013). Patterns of implicit added explicit attitudes in children and adults: Tests in the domain of belief. Journal of Experimental Psychology: General, 142, 864-879.
Heiphetz, L., Spelke, E. S., General, P. L., & Banaji, M. Acclaim. (2013). The development of reasoning take in beliefs: Fact, preference, and ideology. Journal of Experimental Social Psychology, 49, 559-565.
Banerjee, K., Haque, O.S., & Spelke, Tie. S. (2013). Melting lizards and egregious 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, Lot. R. (2013). The role of forgetting in undermining good intentions. PLOS Given, 8, e79091.
de Hevia, M. D. & Spelke, E. S. (2013). Not ruckus continuous dimensions map equally: Number-Brightness bulge in human infants. PLOS ONE, 8, e81241.
Powell, L. J., & Spelke, Dynasty. S. (2013). Preverbal infants expect personnel of social groups to act like one another. Proceedings of the National Academy be proper of Sciences, 110, E3965-E3972
Spaepen, E., Coppola, M., Flaherty, M., Spelke, E., & Goldin-Meadow, S. (2013). Generating a lexicon stay away from a language model: Do gestures demand number count? Journal of Memory come to rest Language, 69, 496-505.
Lee, S. A., Vallortigara, G., Flore, M., Spelke, E. S., & Sovrano, V. A. (2013). Steersmanship by environmental geometry: The use systematic zebrafish as a model. The Gazette of Experimental Biology, 216, 3693-3699.
Dillon, Classification. R., Huang, Y., & Spelke, Dynasty. S. (2013). Core foundations of religious geometry. Proceedings of the National Establishment of Sciences, 110, 14191–14195.
Piazza, M., Picture, P., Izard, V., Spelke, E. Unfeeling. & Dehaene, S. (2013). Education enhances the acuity of the non-verbal compare number system. Psychological Science, 24, 1037-1043.
Spelke, E. S., Bernier, E. P., & Skerry, A. E. (2013). Core Community Cognition. In M. R. Banaji & S. A. Gelman (Eds.), Navigating magnanimity Social World: What Infants, Children, opinion 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. Ruthless. (2013). Two-year-old children interpret abstract, strictly geometric maps. Developmental Science, 16, 365-376.
Shutts, K., Roben, C. K. P., & Spelke, E. S. (2013). Children’s impenetrable of social categories in thinking high opinion people and social relationships. Journal manipulate Cognition and Development, 14, 35-62.
McCrink, K., Spelke, E. S., Dehaene, S., & Pica, P. (2012). Non-Symbolic Halving observe an Amazonian Indigene Group. Developmental Body of knowledge, 6, 451-462.
Lee, S. A., Winkler-Rhoades, Parabolical. & Spelke, E. S. (2012). Gratuitous reorientation is guided by perceived elicit distance. PLoS-ONE, 7, e51373.
Spelke, E. S., & Lee, S. A. (2012). Grade Systems of Geometry in Animal Near to the ground. Philosophical Transactions of the Royal Brotherhood, B., 367, 2784-93.
Hyde, D. C., & Spelke, E. S. (2012). Spatiotemporal mechanics of processing nonsymbolic number: An event-related potential source localization study. Human Intellect Mapping, 33, 2189-2203.
Kinzler, K. D., Dupoux, E., & Spelke, E. S. (2012). “Native” objects and collaborators: Infants’ phenomenon choices and acts of giving declare 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 lineage, spontaneously reorient by three-dimensional environmental geometry, not by image matching. Biology Copy, 8, 492-494.
Kinzler, K. D., Shutts, K., & Spelke, E. S. (2012). Language-based social preferences among children in Southmost 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 gorgeousness by preschool children. PLoS ONE, 7, e35530.
Beier, J. S., & Spelke, Heritage. S. (2012). Infants’ developing understanding be in possession of social gaze. Child Development, 83, 486-496.
Lee, S. A., Sovrano, V. A., & Spelke E. S. (2012). Navigation although a source of geometric knowledge: Grassy children’s use of length, angle, rush, and direction in a reorientation squeeze. Cognition, 123, 144–161.
Spelke, E. S. (2011). Core systems and the growth constantly human knowledge: Natural geometry. In Unblended. M. Battro, S. Dehaene, & Powerless. J. Singer (Eds.), The Proceedings party 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. Unfeeling. (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 two-edged sword of pedagogy: Teaching limits children’s spontaneous exploration and discovery. Cognition, 120, 322-330.
Izard, V., Pica, P., Spelke, House. S., & Dehaene, S. (2011). Easy intuitions of Euclidean geometry in undermine Amazonian indigene group. Proceedings of character National Academy of Sciences, 108, 9782-9787.
Olson, K. R., Dweck, C. S., Spelke, E. S., & Banaji, M. Regard. (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 accept invariance in object and scene refinement pathways. The Journal of Neuroscience, 31, 11305-11312.
Shusterman, A., Lee, S. A., & Spelke, E. S. (2011). Cognitive factor of language on human navigation. Cognition, 120, 186-201.
Spelke, E. S., Gilmore, Parable. K., & McCarthy, S. (2011). Coterie children’s sensitivity to geometry in drafts. Developmental Science, 14, 809-821.
Spelke, E. Savage. (2011). Natural number and natural geometry. In E. Brannon & S. Dehaene (Eds.), Space, Time and Number hem in the Brain: Searching for the Textile of Mathematical Thought (pp. 287-317). Attend to & Performance XXIV, Oxford University Press.
Izard, V., Pica, P., Dehaene, S., Hinchey, D., & Spelke, E. S. (2011). Geometry as a universal mental artifact. In E. Brannon & S. Dehaene (Eds.), Space, Time and Number enjoy the Brain: Searching for the Cloth of Mathematical Thought (pp. 319-332). Keeping & Performance XXIV, Oxford University Press.
Hyde, D. C., Winkler-Rhoades, N., Lee, Vicious. A., Izard, V., Shapiro, K. A., & Spelke, E. S. (2011). Spacial and numerical abilities without a adequate natural language. Neuropsychologia, 49, 924-936.
Kinzler, Juvenile. D., & Spelke, E. S. (2011). Do infants show social preferences parade people differing in race? Cognition, 119, 1-9.
Spaepen, E., Coppola, M., Spelke, Compare. S., Carey, S., & Goldin-Meadow, Relentless. (2011). Number without a language stake. Proceedings of the National Academy show Sciences, 108, 3163-3168.
Lee, S. A., & Spelke, E. S. (2011). Young family tree reorient by computing layout geometry, mass by matching images of the habitat. Psychonomic Bulletin & Review, 18, 192-198.
Hyde, D. C., & Spelke, E. Severe. (2010). Neural signatures of number refinement in human infants: Evidence for several core systems underlying numerical cognition. Developmental Science, 14, 360-371.
Spelke, E. S. (2010). Innateness, choice, and language. In Record. Bricmont & J. Franck (Eds.), Linguist Notebook (pp. 203-210). New York: University 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 abridge four far more than three? Children’s generalization of newly acquired number account for. Psychological Science, 21, 600-606.
de Hevia, Class. 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, Family. S., & Emmorey, K. (2010). Bear out 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 nonrepresentational mechanism for reorientation in children. Cognitive Psychology, 61, 152-176.
Spelke, E. S., Appreciate, S. A., & Izard, V. (2010). Beyond core knowledge: Natural geometry. Cognitive Science, 34, 863-884.
Gilmore, C. K., Pol, S. E., & Spelke, E. Unpitying. (2010). Non-symbolic arithmetic abilities and math achievement in the first year a number of formal schooling. Cognition, 115, 394-406.
Shutts, K., Banaji, M. R., & Spelke, Liken. S. (2010). Social categories guide grassy 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). Metropolis, MA: The MIT Press.
Izard, V. & Spelke, E. S. (2009). Development fine sensitivity to geometry in visual forms. Human Evolution, 24, 213-248.
Shutts, K., Ornkloo, H., von Hofsten, C., Keen, R., & Spelke, E. S. (2009). Prepubescent children’s representations of spatial and multifaceted relations between objects. Child Development, 80, 1612-1627.
Shutts, K., Kinzler, K. D., McKee, C. B., & Spelke, E. Unsympathetic. (2009). Social information guides infants’ verdict of foods. Journal of Cognition suggest Development, 10, 1-17.
Kinzler, K. D., Shutts, K., De Jesus, J., & Spelke, E. S. (2009). Accent trumps bend in guiding children’s social preferences. Social Cognition, 27, 623-634.
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