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15 - Early Knowledge About Space and Quantity

from Part III - Cognitive Development

Published online by Cambridge University Press:  26 September 2020

By
Nora S. Newcombe
Edited by
Jeffrey J. Lockman  and
Catherine S. Tamis-LeMonda
Jeffrey J. Lockman
Affiliation:
Tulane University, Louisiana
Catherine S. Tamis-LeMonda
Affiliation:
New York University
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Summary

Over the past decades, we have learned a great deal about what infants bring to the task of mastering space and quantity, and what they subsequently add to these starting points. The accumulating findings are richly descriptive, and they are beginning to illuminate long-standing questions concerning the origins of knowledge in these domains. Broadly speaking, there have been two contending theoretical approaches. The core knowledge view claims that infants are born with representationally specific processing modules tuned to picking up the geometry of space (the geometric module), forming representations of objects (continuity, cohesion, contact, tracking small sets), and assessing the number of objects (the approximate number system) (Feigenson, Dehaene, & Spelke, 2004; Spelke & Kinzler, 2007). In this way of thinking, subsequent developmental change comes mainly from augmentation of the power and scope of these innate modules, as children acquire language and other forms of symbolic processing.

Keywords

Infant spatial knowledgecore knowledgeneoconstructivist theorynavigationinfant number knowledgeinfant object knowledge
Type
Chapter
Information
The Cambridge Handbook of Infant Development
Brain, Behavior, and Cultural Context
 , pp. 410 - 434
Publisher: Cambridge University Press
Print publication year: 2020

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