Cikkek nyilvánosan hozzáférhető megbízással - Elizabeth SpelkeTovábbi információ
Sehol sem hozzáférhető: 6
Conceptual development in infancy: The case of containment
ES Spelke, SJ Hespos
Representation, memory, and development, 223-246, 2014
Megbízások: US National Institutes of Health
Spatial knowledge and its manifestations
B Landau, E Spelke
Children's searching, 27-52, 2013
Megbízások: US National Institutes of Health
Précis of what babies know
ES Spelke
Behavioral and Brain Sciences 47, e120, 2024
Megbízások: US National Science Foundation, US National Institutes of Health
Constraints on the development of intermodal perception
ES Spelke
Piaget and the foundations of knowledge, 43-48, 2014
Megbízások: US National Institutes of Health
Intelligent machines and human minds
ES Spelke, JA Blass
Behavioral and Brain Sciences 40, 2017
Megbízások: US National Science Foundation, Swiss National Science Foundation, Gordon …
Response to commentaries on What Babies Know.
ES Spelke
Behavioral & Brain Sciences 47, 2024
Megbízások: US National Institutes of Health
Valahol hozzáférhető: 135
The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery
E Bonawitz, P Shafto, H Gweon, ND Goodman, E Spelke, L Schulz
Cognition 120 (3), 322-330, 2011
Megbízások: US National Institutes of Health
Newborn infants perceive abstract numbers
V Izard, C Sann, ES Spelke, A Streri
Proceedings of the National Academy of Sciences 106 (25), 10382-10385, 2009
Megbízások: US National Institutes of Health
Log or linear? Distinct intuitions of the number scale in Western and Amazonian indigene cultures
S Dehaene, V Izard, E Spelke, P Pica
science 320 (5880), 1217-1220, 2008
Megbízások: US National Institutes of Health, National Institute of Health and Medical …
Foundations of cooperation in young children
KR Olson, ES Spelke
Cognition 108 (1), 222-231, 2008
Megbízások: US National Institutes of Health
Accent trumps race in guiding children's social preferences
KD Kinzler, K Shutts, J DeJesus, ES Spelke
Social cognition 27 (4), 623-634, 2009
Megbízások: US National Institutes of Health
Non-symbolic arithmetic abilities and mathematics achievement in the first year of formal schooling
CK Gilmore, SE McCarthy, ES Spelke
Cognition 115 (3), 394-406, 2010
Megbízások: US National Institutes of Health
Do infants show social preferences for people differing in race?
KD Kinzler, ES Spelke
Cognition 119 (1), 1-9, 2011
Megbízások: US National Institutes of Health
Social categories guide young children’s preferences for novel objects
K Shutts, MR Banaji, ES Spelke
Developmental science 13 (4), 599-610, 2010
Megbízások: US National Institutes of Health
Education enhances the acuity of the nonverbal approximate number system
M Piazza, P Pica, V Izard, ES Spelke, S Dehaene
Psychological science 24 (6), 1037-1043, 2013
Megbízások: US National Institutes of Health, National Institute of Health and Medical …
Representations of space, time, and number in neonates
MD De Hevia, V Izard, A Coubart, ES Spelke, A Streri
Proceedings of the National Academy of Sciences 111 (13), 4809-4813, 2014
Megbízások: European Commission
Brief non-symbolic, approximate number practice enhances subsequent exact symbolic arithmetic in children
DC Hyde, S Khanum, ES Spelke
Cognition 131 (1), 92-107, 2014
Megbízások: US National Institutes of Health
Preverbal infants expect members of social groups to act alike
LJ Powell, ES Spelke
Proceedings of the National Academy of Sciences 110 (41), E3965-E3972, 2013
Megbízások: US National Institutes of Health
Number-space mapping in human infants
MD de Hevia, ES Spelke
Psychological science 21 (5), 653-660, 2010
Megbízások: US National Institutes of Health
Social information guides infants' selection of foods
K Shutts, KD Kinzler, CB McKee, ES Spelke
Journal of cognition and development 10 (1-2), 1-17, 2009
Megbízások: US National Institutes of Health
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