Professor, 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 & Language, 38(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 Mind, 6, 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. Science, 375(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 one, 17(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 B, 376(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 Vision, 21(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 one, 16(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.
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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.
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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.