The nativist-empiricist controversy in the context of recent research on spatial and quantitative development.
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.
Newcombe
Nora S
NS
Department of Psychology, Temple University, Philadelphia, PA 19122, USA. newcombe@astro.temple.edu
D001288:Attention; D002657:Child Development; D002675:Child, Preschool; D003210:Concept Formation; D019348:Empiricism; D006801:Humans; D007223:Infant; D007323:Instinct; D011340:Problem Solving; D002666:Psychology, Child; D012106:Research; D013028:Space Perception