Editing Cognitive development (section)

=== Core Knowledge Theory ===
Empiricists study how these skills may be learned in such a short time. The debate is over whether these systems are learned by general-purpose learning devices or domain-specific cognition. Moreover, many modern cognitive developmental psychologists, recognizing that the term "innate" does not square with modern knowledge about [[Epigenesis (biology)|epigenesis]], neurobiological development, or learning, favor a [[Psychological nativism|non-nativist]] framework. Researchers who discuss "core systems" often speculate about differences in thinking and learning between proposed domains. 

Research suggests that children have an innate sensitivity to specific patterns of information, referred to as core domains. The discussion of “core knowledge” theory focuses on a few main systems, including agents, objects, numbers, and navigation.

==== Agents ====
It is speculated that a piece of an infants’ core knowledge lies in their ability to abstractly represent actors. Agents are actors, human or otherwise, who process events and situations, and select actions based on goals and beliefs. Children expect the actions of agents to be goal-directed, efficient, and understand that they have costs, such as time, energy, or effort. Children are importantly able to differentiate between actors and inanimate objects, proving a deeper understanding of the concept of an agent.<ref>{{cite journal |last1=Feigenson |first1=Lisa |last2=Dehaene |first2=Stanislas |last3=Spelke |first3=Elizabeth |title=Core systems of number |journal=Trends in Cognitive Sciences |date=July 2004 |volume=8 |issue=7 |pages=307–314 |doi=10.1016/j.tics.2004.05.002 |pmid=15242690|url=https://www.harvardlds.org/wp-content/uploads/2017/01/feigenson2004-1.pdf}}</ref>

==== Objects ====
Within the theorized systems, infants’ core knowledge of objects has been one of the most extensively studied. These studies suggest that young infants appear to have an early expectation of object solidity, namely understanding that objects cannot pass through one another. Similarly, they demonstrate an awareness of object continuity, expecting objects to move on continuous paths rather than teleporting or discontinuously changing their locations. They also expect objects to follow the laws of gravity.<ref>{{cite journal |last1=von Hofsten |first1=Claes |last2=Spelke |first2=Elizabeth S. |title=Object perception and object-directed reaching in infancy. |journal=Journal of Experimental Psychology: General |date=1985 |volume=114 |issue=2 |pages=198–212 |doi=10.1037/0096-3445.114.2.198 |pmid=3159829 |url=https://www.harvardlds.org/wp-content/uploads/2017/01/spelke2000-1.pdf}}</ref>

==== Numbers ====
Evidence suggests that humans utilize two core systems for number representation: approximate representations and precise representations. The approximate number system helps to capture the relationship between quantities by estimating numerical magnitudes. This system becomes more precise with age. The second system helps to precisely monitor small groups (limited to around 3 for infants) of individual objects and accurately represent those numerical quantities.<ref>Feigenson, L., Dehaene, S., & Spelke, E. (2004). [https://www.harvardlds.org/wp-content/uploads/2017/01/feigenson2004-1.pdf Core systems of number]. ''TRENDS in Cognitive Sciences'', ''8''(7), 308.</ref>

==== Place ====
Very young children appear to have some skill in navigation. This basic ability to infer the direction and distance of unseen locations develops in ways that are not entirely clear. However, there is some evidence that it involves the development of complex language skills between 3 and 5 years.<ref>Ness, Daniel and Stephen J. Farenga. (2007). [https://books.google.com/books?id=LQpvAAAAQBAJ&dq=%22Knowledge+under+Construction%3A+The+Importance+of+Play+in+Developing+Children%27s+%22&pg=PP1 Knowledge under Construction: The Importance of Play in Developing Children's Spatial and Geometric Thinking]. Lanham, MD: Rowman & Littlefield.</ref> Also, there is evidence that this skill depends importantly on visual experience, because congenitally blind individuals have been found to have impaired abilities to infer new paths between familiar locations.

One of the original nativist versus empiricist debates was over [[depth perception]]. There is some evidence that children less than 72 hours old can perceive such complex things as [[biological motion]].<ref>{{cite journal | last1 = Simion | first1 = F. | last2 = Regolin | first2 = L. | last3 = Bulf | first3 = H. | year = 2008 | title = A predisposition for biological motion in the newborn baby | journal = PNAS | volume = 105 | issue = 2| pages = 809–813 | doi=10.1073/pnas.0707021105| pmc = 2206618 | pmid=18174333| bibcode = 2008PNAS..105..809S | doi-access = free }}</ref> However, it is unclear how visual experience in the first few days contributes to this perception. There are far more elaborate aspects of visual perception that develop during infancy and beyond.