Core Knowledge

Core knowledge is a psychological theory that is based on what traits are present from birth ultimately a product of evolution, and what is acquired through experience. Core knowledge is often applied to, and experimented on different species as well. This theory’s main focus is on innate mechanisms that do specific tasks. There is evidence of 4 core systems. These four core systems include object representation, agents and their actions, numbers, and geometry.
Each core system varies in identification across tasks, ages and human cultures. Object representation is based on principles that deal with object motion. This system can bee seen in newborn infants they are able to recognize shapes of objects and boundaries that are visible or slightly
Having the capacity to differentiate between large numbers of objects, actions, and even sounds. Of course this is of the most basic level of number representation, but from this basic system our number representation continually grows as we develop becoming more extensive.
Geometry is the fourth core system when young children become disoriented they reorient themselves in relation to layout geometry. Research suggests that sensitivity to geometry is ubiquitous among adults and children with minimal to no education having the capacity to withdraw, and effectively employ geometric information in pictures and in extended surface layouts. Adults of course display a more substantial use of landmarks, but ultimately adults too rely on surface geometry when disoriented.
Core knowledge in a positive light uniquely shows that the mind is composed of these four systems, that aid us to develop further, and to a more complex level. These systems can almost be seen as building blocks. However, human beings are not necessarily born with everything they need to know. We learn and grow in different ways such as through experience and by utilizing cognitive systems, which have specific functions. This can be observed as human beings have made tremendous discoveries that ultimately surpass the scope of the four core
Infants were habituated to a screen that rotated through a 180-degree arc. After habitation infants were shown two test events. A box was placed behind the screen, and in the first test event being the possible event the screen rotated until reaching the box. In the second impossible event the screen rotated a full 180-degree arc to make it so the box was no longer behind it.
This first experiment tested full term infants ranging from 4 months and 2 days until 5 months. Experiment 2 looked at full term infants ranging from 3 months and 15 days until 4 months. These ages were specifically picked because it is speculated that infants do not obtain object permanence until around 9 months.
Baillargeon wanted to challenge this idea by coming up with a new way of testing object permanence in young infants. If an object moved behind a screen that hid the object, and this surprised infants it would imply that infants take into account the overall existence of that particular