12.2: Theory of Core Knowledge
- Page ID
- 232921
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- Define the theory of core knowledge.
- Describe the violation of expectation method.
- Explain how the theory of core knowledge interacts with experience to support cognitive development in infancy and toddlerhood.
The theory of core knowledge proposes that infants are born with innate cognitive systems that enable them to make sense of the world. Unlike Piaget’s view that all knowledge is constructed through direct interaction with the environment, this theory suggests that some fundamental knowledge is hardwired into the brain at birth. Researchers argue that these core domains of knowledge—such as understanding objects, numbers, space, and other people—have evolved to support survival and learning (Spelke & Kinzler, 2007).
Violation of Expectation and Early Cognitive Abilities
One of the key methods researchers use to study core knowledge in infants is the violation-of-expectation method. This approach measures how babies react to events that contradict their expectations about how the world works. If an infant looks longer at an event that defies logical or physical principles, it suggests that they have an expectation of how things should behave, indicating early cognitive understanding (Baillargeon, 2004).
For example, Baillargeon (1987) conducted a famous study on object permanence—an infant’s understanding that objects continue to exist even when out of sight. She found that 3.5-month-old infants looked longer at an event where a moving screen appeared to pass through a hidden object, suggesting they understood that the object should still be there. This directly challenges Piaget’s belief that object permanence develops later in infancy.
Similarly, studies on early numerical understanding have shown that infants may possess a primitive sense of numbers. Wynn (1992) demonstrated that 5-month-olds looked longer when an expected number of objects did not appear in a simple addition or subtraction task, suggesting they had some understanding of numerical relationships.
Beyond knowledge of objects and numbers, research suggests that infants also have an early understanding of social behavior. A notable study conducted by Hamlin, Wynn, and Bloom (2007) investigated how infants as young as 6 months evaluate social interactions. In this study, infants watched a scene in which a wooden character (such as a simple geometric shape with eyes) attempted to climb a hill. In one condition, a "helper" character assisted the climber by pushing it up the hill. In another condition, a "hinderer" character prevented the climber from reaching the top.
After observing these interactions, infants were given the opportunity to reach for one of the two characters. The results showed that most infants preferred the helper over the hinderer, indicating that even before they can speak, babies make judgments about social behavior and may have an early form of moral reasoning. This study supports the notion that humans possess an innate sensitivity to prosocial behavior, which may confer an evolutionary advantage by fostering cooperation and social bonding (Hamlin et al., 2007).
| Video | Video Description and Text Link |
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The video "Can Babies Tell Right from Wrong?", shared by The New York Times, documents research on the Theory of Core Knowledge at Yale University's Infant Cognition Center. Text link: https://www.youtube.com/watch?v=HBW5vdhr_PA |
Implication
The theory of core knowledge highlights that infants enter the world with more cognitive abilities than previously thought. However, while these early abilities provide a foundation for learning, experience, and social interactions are still essential for shaping and expanding knowledge. As infants grow, their innate understanding is refined through engagement with their environment, demonstrating the interplay between biological predispositions and experience in cognitive development.
References, Contributors and Attributions
Baillargeon, R. (1987). Object permanence in 3½- and 4½-month-old infants. Developmental Psychology, 23(5), 655–664. https://doi.org/10.1037/0012-1649.23.5.655
Baillargeon, R. (2004). Infants’ physical knowledge: Of acquired expectations and core principles. Progress in Infancy Research, 3, 1–30.
Hamlin, J. K., Wynn, K., & Bloom, P. (2007). Social evaluation by preverbal infants. Nature, 450(7169), 557–559. https://doi.org/10.1038/nature06288
Spelke, E. S., & Kinzler, K. D. (2007). Core knowledge. Developmental Science, 10(1), 89–96. https://doi.org/10.1111/j.1467-7687.2007.00569.x
Wynn, K. (1992). Addition and subtraction by human infants. Nature, 358(6389), 749–750. https://doi.org/10.1038/358749a0