SCIENCE AND CORE KNOWLEDGE

While endorsing Gopnik's proposal that studies of the emergence and mo dification of scientific theories and studies of cognitive development in children are mutually illuminating, we offer a different picture o f the beginning points of cognitive development from Gopnik's picture of ''theories all the way down.'' Human infants are endowed with sever al distinct core systems of knowledge which are theory-like in some, b ut not all, important ways. The existence of these core systems of kno wledge has implications for the joint research program between philoso phers and psychologists that Gopnik advocates and we endorse. A few le ssons already gained from this program of research are sketched.