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Elizabeth Shilin Spelke FBA (born May 28, 1949) is an American cognitive psychologist at the Department of Psychology of Harvard University and director of the Laboratory for Developmental Studies. Starting in the 1980s, she carried out experiments on infants and young children to test their cognitive faculties.
Elizabeth Spelke has developed a theory of core knowledge that infants possess innate cognitive systems or "core knowledge systems" to form new cognitive abilities. [56] [57] [58] Susan Carey has introduced concepts such as fast mapping, extended mapping, Quinan bootstrapping, and folk theorization to explain learning processes in children.
The Core Knowledge Foundation is an independent, non-profit educational foundation founded in 1986 by E. D. Hirsch, Jr. [1] [2] The school curriculum created by the Foundation focuses on teaching students a foundation of knowledge at a young age; the desired outcome is that students will be better equipped for "effective participation and mutual understanding in the wider society."
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Core Knowledge UK is a project by the think tank Civitas. The Core Knowledge Sequence UK is a year-by-year outline of the specific and shared content and skills to be taught in Years 1 to 6. The Core Knowledge Sequence UK is a year-by-year outline of the specific and shared content and skills to be taught in Years 1 to 6.
A copy of The Daily Tar Heel's front page went viral on social media and was largely praised for the emotions it evoked. How UNC student newspaper’s emotional front page came together after ...
CORE (Connecting Repositories) is a service provided by the Knowledge Media Institute [Wikidata] based at The Open University, United Kingdom.The goal of the project is to aggregate all open access content distributed across different systems, such as repositories and open access journals, enrich this content using text mining and data mining, and provide free access to it through a set of ...
The Poverty of the Stimulus (PoS) argument proposed by Noam Chomsky takes a nativist view towards language acquisition suggesting that innate, domain-specific knowledge structures help us to navigate tough linguistic environments. This flows contrary to empiricist views that learning and knowledge derive from our sensory experiences. [9]