Core knowledge theory, developed by Elizabeth Spelke and colleagues, proposes that human cognition is built on a foundation of innate knowledge systems that are present from early infancy. These core systems provide domain-specific knowledge about objects (physical reasoning), number (numerical reasoning), agents (goal-directed behavior), geometry (spatial navigation), and social partners (in-group preferences). Each system has a distinct evolutionary history and operates throughout life as the foundation for more complex cognitive achievements.
Evidence from Infancy
Using looking-time methods, researchers have shown that young infants have expectations about physical objects (they should be solid, persist when hidden, and move on continuous paths), approximate number (they can discriminate sets differing by a 2:1 ratio), intentional agents (they attribute goals to self-propelled entities), geometric relationships (they use geometric cues for spatial navigation), and social evaluation (they prefer helpful agents over hinderers).
Core knowledge theory has been challenged by empiricist accounts that explain infant competencies through perceptual learning and statistical pattern extraction rather than innate knowledge. The debate centers on whether infant looking-time behaviors truly reflect conceptual understanding or simpler perceptual processes. The theory has also been criticized for being underspecified about how core knowledge interacts with learning to produce mature cognition.