Research article summary (published 30 Aug 2002):

The nativist-empiricist controversy in the context of recent research on spatial and quantitative development.

Full Abstract

Demonstrations of cognitive competence in preschool children and infants played an important role in the waning influence of Piagetian theory and the rise of nativism. Arguments and data favoring modularity have further buttressed the casefor nativism. This article reviews evidence concerning early competence and modularity in the spatial and quantitative domains, as well as the role of experience in development. This evidence provides little reason to support nativist claims in either domain.

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Author information

Author/s: Newcombe, Nora S (NS);

Affiliation: Department of Psychology, Temple University, Philadelphia, PA 19122, USA. newcombe(-atsign-)astro.temple.edu

Journal and publication information

Publication Type: Journal Article

Journal: Psychological science : a journal of the American Psychological Society / APS (Psychol Sci), published in United States. (Language: eng)

Reference: 2002-Sep; vol 13 (issue 5) : pp 395-401

Dates: Created 2002/09/10; Completed 2002/10/21; Revised 2004/11/17;

PMID: 12219804, status: MEDLINE (last retrieval date: 12/26/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Attention Child Development Child Psychology Child, Preschool Concept Formation Empiricism

Humans Infant Instinct Problem Solving Research Space Perception

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