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  1. Origins of knowledge.Elizabeth S. Spelke, Karen Breinlinger, Janet Macomber & Kristen Jacobson - 1992 - Psychological Review 99 (4):605-632.
    Experiments with young infants provide evidence for early-developing capacities to represent physical objects and to reason about object motion. Early physical reasoning accords with 2 constraints at the center of mature physical conceptions: continuity and solidity. It fails to accord with 2 constraints that may be peripheral to mature conceptions: gravity and inertia. These experiments suggest that cognition develops concurrently with perception and action and that development leads to the enrichment of conceptions around an unchanging core. The experiments challenge claims (...)
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  • Mechanical causality in children's “folkbiology.”.Terry Kit-Fong Au & Laura F. Romo - 1999 - In Douglas L. Medin & Scott Atran (eds.), Folkbiology. MIT Press.
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  • Knowledge acquisition: Enrichment or conceptual change.Susan Carey - 1999 - In Eric Margolis & Stephen Laurence (eds.), Concepts: Core Readings. MIT Press. pp. 459--487.
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  • Young children's naive theory of biology.Giyoo Hatano & Kayoko Inagaki - 1994 - Cognition 50 (1-3):171-188.
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  • An abstract to concrete shift in the development of biological thought: the insides story.Daniel J. Simons & Frank C. Keil - 1995 - Cognition 56 (2):129-163.
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