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Innateness, Learning, and Rationality
2009
Child Development Perspectives
J. P. Spencer et al. (2009) ask readers to reject the nativist-empiricist dialogue and adopt a new theoretical perspective on cognition, focusing on "developmental process." This commentary argues that the dialogue between nativism and empiricism is a rich source of insight into the nature and development of human knowledge. Indeed, the dialogue is entering a new and exciting phase, in which new methods of controlled rearing and of cognitive neuroscience, and new conceptual tools for
doi:10.1111/j.1750-8606.2009.00085.x
pmid:19768132
pmcid:PMC2746564
fatcat:6c6au6xfyvfk3ih5tpblsnsgk4