Radcliffe College, 1967-1971. B.A. in Social Relations, 1971.
Yale University, 1972-1973.
Cornell University, 1973-1977. Ph.D. in Psychology, 1978.
Phi Beta Kappa, 1971; Sigma Xi, Cornell University 1978; Fulbright-Hays Senior Research Fellowship, 1983;
McCandless Young Scientist Research Award, APA, 1984; John Simon Guggenheim
Memorial Fellowship, 1989; James McKeen Cattell Fellowship, 1992; Society of Experimental
Psychologists, 1993; D. Phil. honoris causa, Umeå University, Sweden, 1993; NIH MERIT
award, 1993; American Academy of Arts and Sciences, 1997; National Academy of Sciences (USA),
1999; D. Phil. honoris causa, Ecole Pratique des Hautes Etudes, Paris, 1999; William James
Award, Americal Psychological Society, 2000; Distinguished Scientific Contribution Award, American
Psychological Association, 2000; Ipsen Prize in Neuronal Plasticity, Foundation Ipsen, Paris, 2001; America's Best in Science and
Medicine, Time Magazine, 2001; Fellow, American Association for the Advancement of Science, 2002; Alumni
Award, New Canaan Country School, 2007; D. Phil. honoris causa, University of
Paris-Descartes, 2007; Jean Nicod Prize, Ecole Normale Superieure, 2009; Fellow, Cognitive Science Society, 2009; D. Phil. honoris causa, Utrecht University, 2010. Prix La Recherche (with Izard, Pica & Dehaene), 2012.
Please Note: These electronic articles are posted for individual, noncommericial use to ensure timely dissemination of scholarly work. They are intended for teaching and training purposes only. Articles may not be reposted or disseminated without permission by the copyight holder. Copyright holders retain all rights as indicated within each article.
Mehr S. A., Schachner, A., Katz, R. C., & Spelke, E. S. (accepted for publication). Two randomized trials provide no consistent evidence for nonmusical cognitive benefits of brief preschool music enrichment. PLOS ONE.
de Hevia, M. D. & Spelke, E. S. (accepted for publication). Not all continuous dimernsions map equally: Number-Brightness mapping in human infants. PLOS ONE.
Olson, K. R., Heberlein, A. S., Kensinger, E., Burrows, C., Dweck, C. S., Spelke, E. S., & Banaji, M. R. (accepted for publication). The role of forgetting in undermining good intentions. PLOS ONE.
Coubart, A., Izard, V., Spelke, E. S. , Marie, J., & Streri, A. (in press). Dissociation between small and large numerosities in newborn infants. Developmental Science.
Izard, V., Streri, A., & Spelke, E. S. (accepted for publication). Towards Exact Numbers: Understanding Exact Equality. Cognitive Psychology.
Spelke, E. S. (in press). Developmental sources of social divisions. In A. M. Battro, S. Dehaene, & W. J. Singer (Eds.), The Proceedings of the Working Group on Neurosciences and the Human Person. Pontifical Academy of Sciences.
Spelke, E. S. (2011). Core systems and the growth of human knowledge: Natural geometry. In A. M. Battro, S. Dehaene, & W. J. Singer (Eds.), The Proceedings of the Working Group on Human Neuroplasticity and Education: Vol. 117. Human Neuroplasticity and Education (pp. 73-99). Vatican City, Italy: The Pontifical Academy of Sciences.
Spelke, E. S. (2011). Natural number and natural geometry. In E. Brannon & S. Dehaene (Eds.), Attention and Performance Vol. 24. Space, Time and Number in the Brain: Searching for the Foundations of Mathematical Thought (pp. 287-317). Oxford, United Kingdom: Oxford University Press.
Lee, S. A., & Spelke, E. S. (2011). Young children reorient by computing layout geometry, not by matching images of the environment. Psychonomic Bulletin & Review, 18(1), 192-198.
Spelke, E. S. (2010). Innateness, choice, and language. In J. Bricmont & J. Franck (Eds.), Chomsky Notebook (pp. 203-210). New York: Columbia University Press. [Originally published in French: Spelke, E. S. (2007). Innéisme, liberté et langage. In J. Bricmont & J. Franck (Eds.), Cahier nº 88: Noam Chomsky (pp. 197-201). Paris: L'Herne.]
Spelke, E. S. (2008). Effects of music instruction on developing cognitive systems at the foundations of mathematics and science. Learning, Arts and the Brain: The Dana Consortium Report on Arts and Cognition. NY/Washington D.C.: Dana Press.
Spelke, E. S., & Grace, A. D. (2006). Sex, math, and science. In S. Ceci & W. Williams (Eds.),
Why aren't more women in science? Top gender researchers debate the evidence,
Washington, DC: APA Publications.
Shusterman, A., & Spelke, E. S. (2005). Language and the development of spatial
reasoning. In P. Carruthers, S. Laurence, & S. Stich (Eds.), The innate mind:
Structure and contents, New York, NY: Oxford University Press, 89-106.
Spelke, E. S. (2005).
Sex differences in intrinsic aptitude for mathematics and science:
A critical review. American Psychologist, 60, 950-958.
Hauser, M. D., & Spelke, E. S. (2004).
Evolutionary and developmental foundations of human knowledge:
A case study of mathematics. In M. Gazzaniga (Ed.), The Cognitive Neurosciences,
Vol. 3. Cambridge: MIT Press.
Spelke, E. S. (2004). Core knowledge. In N. Kanwisher & J. Duncan (Eds.),
Attention and Performance: Vol. 20. Functional neuroimaging of visual cognition (pp. 29-56).Oxford, United Kingdom: Oxford University Press.
Spelke, E. S. (2003). Developing knowledge of space: Core systems and new
combinations. In S. M. Kosslyn & A. Galaburda (Eds.), Languages of the
Brain. Cambridge, MA: Harvard Univ.
Spelke, E. S. (2003). Gibson's work 'an extended reply to Helmholtz.' American
Psychological Society observer, 16(4).
Spelke, E. S. (2003). What makes us smart? Core
knowledge and natural language. In D. Gentner and S. Goldin-Meadow (Eds.),
Language in Mind: Advances in the Investigation of Language and
Thought. Cambridge, MA: MIT Press.
Spelke, E. S. (2002). Developmental
neuroimaging: A developmental psychologist looks ahead. Developmental
Science, 5(3), 392-396.
Spelke, E. S., & Hespos, S. J. (2002). Conceptual development in infancy:
The case of containment. In N. L. Stein, P. J. Bauer, & M. Rabinowitch
(Eds.), Representation, Memory, and Development: Essays in honor of Jean
Mandler. Hillsdale, NJ: Erlbaum.
Spelke, E. S., & Hespos, S. J. (2001). Continuity, competence, and the
object concept. In E. Dupoux (Ed.), Language, brain, and
cognitive development: Essays in honor of Jacques Mehler (pp. 325-340). Cambridge,
MA: Bradford/MIT Press.
Spelke, E. S., & Tsivkin, S. (2001).
Initial knowledge and conceptual change: Space and number. In M. Bowerman &
S. Levinson (Eds.), Language acquisition and conceptual development. Cambridge,
UK: Cambridge University Press.
Spelke, E. S. (2000). Perceptual development is an intrinsic process. In R. Atkinson et al
(Eds.), Hilgard's Introduction to Psychology, p. 186. Ft. Worth, TX: Harcourt
College Publishers. (Reprinted in Smith, Bem, and Nolen-Hoeksema
(Eds.), Fundamentals of Psychology, p. 150. Ft. Worth, TX: Harcourt College Publishers.)
Spelke, E. S. (1998). Nativism, empiricism,
and the origins of knowledge. Infant Behavior and Development, 21(2), 181-200.
Spelke, E. S. (1998). Nature, nurture, and development. In J. Hochberg and J.
E. Cutting (Eds.), Handbook of perception and cognition, 2nd ed: Perception
and cognition at century's end. San Diego, CA: Academic Press.
Spelke, E. S., & Newport, E. (1998). Nativism, empiricism, and the
development of knowledge. In R. Lerner (Ed.), Handbook of child psychology,
5th ed., Vol. 1: Theoretical models of human development. NY: Wiley.
Spelke, E. S., & Hermer, L. (1996). Early cognitive development: Objects and space. In R. Gelman &
T. Au (Eds.), Handbook of perception and cognition, Vol. 1: Perceptual and cognitive
development. San Diego, CA: Academic Press.
Carey, S., & Spelke, E. S. (1994). Domain-specific knowledge and conceptual change.
In L. Hirschfeld & S. Gelman (Eds.), Mapping the mind: Domain specificity in cognition
and culture, pp. 169-200. Cambridge, UK: Cambridge University Press.
Spelke, E. S. (1994). Initial knowledge: Six suggestions. Cognition, 50, 431-445.
(Reprinted in J. Mehler and S. Franck (Eds.) Cognition on Cognition, pp. 433-448.
Cambridge, MA: MIT Press.)
Spelke, E. S. (1994). Developing knowledge: Diverse perspectives and common themes.
In A. Vyt, H. Bloch and M. H. Bornstein (Eds.), Early child development in the French
tradition: Contributions from current research. Hillsdale, NJ:
Lawrence Erlbaum Associates.
Spelke, E. S. (1994). Preferential looking and intermodal perception in infancy:
Comment on Lewkowicz (1992). Infant Behavior and
Development, 17, 285-288.
Soja, N., Carey, S., & Spelke, E. S. (1991). Ontological categories guide
young children's inductions of word meaning: Object terms and substance
terms. Cognition,38, 179-211. (Reprinted in A. I. Goldman (Ed.) Readings
in philosophy and cognitive science, pp. 461-480.Cambridge, MA: MIT Press.)
Spelke, E. S. (1991). Physical knowledge in infancy: Reflections on Piaget's theory. In S. Carey & R. Gelman
(Eds.), Epigenesis of mind: Studies in biology and cognition. Hillsdale, NJ: Erlbaum.
Spelke, E. S. (1990). Origins of visual knowledge. In D. Osherson et al.
(Eds.) An invitation to cognitive science, Vol. 2. Cambridge, MA:
MIT Press. (Reprinted in A. I. Goldman (Ed.) Readings in philosophy
and cognitive science. Cambridge, MA: MIT Press.)
Spelke, E. S. (1988). The origins of physical knowledge. In L. Weiskrantz
(Ed.), Thought without language. Oxford, UK: Oxford Press.
Spelke, E. S. (1988). Where knowledge begins. Physical conceptions in infancy.
In H. Azuma (Ed.), IXth Biennial Meetings of International Society for the Study
of Behavioural Development. Tokyo, Japan: The Center of Developmental
Education and Research.
Spelke, E. S. (1988). Where perceiving ends and thinking begins: The apprehension
of objects in infancy. In A. Yonas (Ed.), Perceptual development in infancy. Minnesota
Symposium on Child Psychology (Vol. 20). Hillsdale, NJ: Lawrence Erlbaum, Assoc.
Landau, B., & Spelke, E. S. (1985). Spatial knowledge and its manifestations.
In H. Wellman (Ed.), Children's searching: The development of search skills and
spatial representation. Hillsdale, NJ: Erlbaum.
Spelke, E. S. (1985). Perception of unity, persistence, and identity:
Thoughts on infants' conceptions of objects. In J. Mehler & R. Fox
(Eds.), Neonate cognition. Hillsdale, NJ: Erlbaum.
Spelke, E. S. (1985). Preferential looking methods as tools for the study
of cognition in infancy. In G. Gottlieb & N. Krasnegor (Eds.), Measurement
of audition and vision in the first year of postnatal life (pp. 323-363). Norwood, NJ: Ablex.
Spelke, E. S. (1982). Perceptual knowledge of objects in infancy. In J. Mehler, M. Garrett & E. Walker
(Eds.), Perspectives on mental representation. Hillsdale, NJ: Erlbaum.
Gelman, R., & Spelke, E. S. (1981). The development of thoughts about
animate and inanimate objects: Implications for research in social cognition.
In J. H. Flavell & L. Ross (Eds.), The development of social cognition
in children. Cambridge, England:
Cambridge University Press.
Spelke, E. S. (1981). The infant's acquisition of knowledge of bimodally specified
events. Journal of Experimental Child Psychology, 31, 279-299.
Spelke, E. S., & Cortelyou, A. (1981). Perceptual aspects of social knowing: Looking
and listening in infancy. In M. E. Lamb & L. R. Sherrod (Eds.), Infant social
cognition: Empirical and theoretical considerations. Hillsdale, NJ: Erlbaum.