What makes us smart? Core knowledge and natural language

By Elizabeth S. Spelke, Dedre Gentner, S. Goldin‐Meadow. 2003

342 citations recorded by the source corpus.

Subfields: Cognitive Science & Psychology, Linguistics

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Citations in the corpus

Origins of the brain networks for advanced mathematics in expert mathematicians (2016, background): “Importantly, however, they do not exclude a transient role for these areas in the acquisition of mathematical concepts in children (10).”
Bootstrapping the Mind: Analogical Processes and Symbol Systems (2010, background): “See Spelke (2003) for a related but distinct view of how language supports numerical cognition.”
Acquisition of the cardinal word principle: The role of input (2012, positive): “…verbal counting is tructurally incommensurate with preverbal counting (e.g., Wynn, 995), or because counting and cardinality are encapsulated in seprate preverbal systems that must themselves be mapped to verbal ounting before they can be united (Carey, 2001; Spelke, 2003; pelke & Tsivkin, 2001).”
A Latent Variable Approach to Determining the Structure of Executive Function in Preschool Children (2012, background): “By comparison, the core knowledge perspective (Spelke, 2003) implies a similar integration process in that language is stipulated to combine representations that are delivered from the modular information processing systems.”
Comments on the Use of Learning Trajectories in Curriculum Development and Research (2004, background): “…emerging view in developmental psychology that language plays a key role in concept formation and that labeling collections or seeing them labeled with number words plays a critical role in abstracting number (Baroody, Benson, & Lai, 2003; Mix, Huttenlocher, & Levine, 2002; Spelke, 2003a, 2003b).”
Natural Number and Natural Geometry (2011, background): “How might spatial expressions such as left of the tree serve to combine geometric and landmark information automatically and productively? These combinations may depend on three attainments achieved by speakers of any natural language [106].”
Development of Counting Skills: Role of Spontaneous Focusing on Numerosity and Subitizing-Based Enumeration (2007, background): “This ability has been suggested to be one of the significant elements for grasping the cardinal meanings of the first counting words (Spelke, 2003; Wynn, 1990).”
The Centrality of Language in Human Cognition (2016, background): “This observation is captured especially eloquently by Liz Spelke (2003): Although all animals find and recognize food, only humans developed the art and science of cooking.”
The Innate Mind: Structure and Contents (2005, background): “The hypothesis that language learning supports the development of spatial cognition has been spelled out previously (Spelke, 2003); the research presented here both tests this position and probes the mechanisms by which language might give rise to uniquely human representations of the spatial layout”