 The fourth and fifth dimensions are where the traditional nature/nurture debate plays out with respect to norms and normative psychology. It is part of the standard account of modules that they are innate in the sense that they will develop in more or less the same way in normal humans, irrespective of cultural setting. Advocates of so-called Evolutionary Psychology, one especially visible way of applying evolutionary thought to human behavior, have embraced the idea of modules, even arguing that human minds are “massively modular”, i.e., composed exhaustively or almost entirely of modular psychological mechanisms (Barkow, Cosmides, &amp; Tooby 1992; Samuels 1998; Carruthers 2006). On such a view, normative psychology will also be modular in many respects. One way to develop this idea would be to make the case that all human cultures are structured by some set of norms or another, suggesting the presence of modular cognition. The ways in which norms differ from one group to the next might then be explained by appeal to an evoked culture model (Tooby &amp; Cosmides 1992, though see Sperber 1996 for a different account of the relationship between modular cognition and culture). According to this model, the norm-guided behaviors found across cultures would be construed as innately constrained, rooted in endogenous mental form and content of the “cognitive adaptations for social exchange” common to all human minds. Normative variation, then, would be explained by appeal to the fact that different groups live in different circumstances, and variation in the external conditions they face evokes different subsets of the set of all norms and norm-governed behaviors made possible by the norm system. Such a view has been suggested but not yet fully worked out (though see Buchanan &amp; Powell 2018). An alternative family of views puts the ideas of innateness and domain-specificity to different uses (Fessler &amp; Machery 2012). These, which have been more developed for normative psychology, depict humans as having an innate capacity dedicated to acquiring and performing norms, but whose underlying mechanisms contain little if any innately specified content. No particular norms would be innate on such a view; rather, the capacity (perhaps together with some set of learning biases) guides acquisition in its specific domain, and thus equips individuals to easily internalize whatever norms are present in her local social environment (Boyd &amp; Richerson 2005a; Sripada &amp; Stich 2007; Chudek &amp; Henrich 2011; Kelly &amp; Davis 2018).