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The recent "cognitive turn" in the behavioral and cognitive sciences has drastically
expanded the domain of the cognitive. Highlevel cognitive abilities are being
identified and studied in an everincreasing number of species and at everearlier
stages of human development. The contemporary behavioral sciences have almost
completely abandoned a longstanding tenet in the study of cognition, namely, that
language and thought go hand in hand, and hence that the study of thought can
only proceed via the study of language. Until recently, even those who held that
thought could in principle exist without language had little idea how to study
thought except through the language by which it is expressed. But current practice
in the study of animal behavior, in the study of prelinguistic infants, and in the
speculations of cognitive archaeologists about the evolutionary prehistory of
Homo sapiens, has left these assumptions far behind.
Our understanding of the early stages of human development has undergone a
sea change. Many developmental psychologists have come to speak of prelinguis
tic infants as little scientists, possessing, testing, and refining theories about the na
ture of the physical world (Gopnik and Meltzoff 1997). Complex experiments are
regularly set up to identify the predictions that infants as young as 3 months make
about the structure of physical objects and their dynamic and kinematic properties;
about the trajectories that objects take through spacetime; and about what will
happen when objects interact (Baillargeon 1995, Spelke 1990). For example, when
they are 3 months old infants are sensitive to the solidity of objects. They show
surprise when one object appears in a place that it could only reach by passing
through another object. It is tempting to conclude, and many developmental psy
chologists have concluded, that these infants have classified something as an ob
ject and have correlative expectations about how that thing will behave on the
basis of that classification. There are important differences, of course, between
how different developmental psychologists interpret these expectations and ac