Recommended Readings: Elizabeth S. Spelke, Ph.D., November 6, 2009

Friday Lecture Series

Developmental Origins of Abstract Concepts: Number and Geometry

Elizabeth S. Spelke, Ph. D.

Marshall L. Berkman Professor of Psychology, Harvard University

November 6, 2009

3:45 p.m.-5:00 p.m. (Refreshments, 3:15 p.m., Abby Lounge)

Caspary Auditorium

Recommended Articles:

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(6), 1039-1053.

Barth, H., Beckmann, L., & Spelke, E. S. (2008). Nonsymbolic, approximate arithmetic in children: Abstract addition prior to instruction. Developmental Psychology, 44(5), 1466-1477.

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(1), 22-38.

Kinzler, K. D., Dupoux, E., & Spelke, E. S. (2007). The native language of social cognition. Proceedings of the National Academy of Sciences of the United States of America, 104(30), 12577-12580.

Spelke, E. S., & Kinzler, K. D. (2007). Core knowledge. Developmental Science, 10(1), 89-96.

Barth, H., K. La Mont, J. Lipton, and E. S. Spelke. 2005. Abstract number and arithmetic in preschool children. Proceedings of the National Academy of Sciences of the United States of America 102, (39): 14116-14121