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Spelke, E. S., Barner, D. & Baron, A. S. Core Knowledge and Conceptual Change (Oxford University Press, 2016).
Dillon, M. R. & Spelke, E. S. Core geometry in perspective. Developmental Science (2014). doi:10.1111/desc.12266
Dillon, M. R., Huang, Y. & Spelke, E. S. Core foundations of abstract geometry. Proceedings of National Academy of Sciences of the United States of America 110, (2013).
Liu, S. & Spelke, E. S. Continuous representations of action efficiency in infancy. CEU Conference on Cognitive Development (BCCCD16) (2016).
Dillon, M. R. & Spelke, E. S. Connecting core cognition, spatial symbols, and the abstract concepts of formal geometry. Cognitive Development Society Post-Conference, More on Development (2015).
Spelke, E. S., Sternberg, R. J., Fiske, S. T. & Foss, D. J. Scientists Making a Difference: One Hundred Eminent Behavioral and Brain Scientists Talk about Their Most Important Contributions (Cambridge University Press, 2016).
Dillon, M. R., Pires, A. C., Hyde, D. C. & Spelke, E. S. Children's expectations about training the approximate number system. British Journal of Developmental Psychology 33, (2015).
Spokes, A. C. & Spelke, E. S. Children’s Expectations and Understanding of Kinship as a Social Category. Frontiers in Psychology 7, 1664-1078 (2016).
A
Spokes, A. C. & Spelke, E. S. At 4.5 but not 5.5 years, children favor kin when the stakes are moderately high. PLOS ONE 13, (2018).
Shu, T. et al. AGENT: A Benchmark for Core Psychological Reasoning. Proceedings of the 38th International Conference on Machine Learning (2021).
Kim, D. et al. The ability to predict actions of others from distributed cues is still developing in children. PsyArXiv Preprints (2020). doi:10.31234/osf.io/pu3tfPDF icon Action_prediction_in_children.pdf (427.84 KB)

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