Abstract
Does the ability to develop numerical concepts depend
on our ability to use language? We consider the role of
the vocabulary of counting words in developing numerical
concepts. We challenge the ‘bootstrapping’ theory
which claims that children move from using something
like an object-file – an attentional process for responding
to small numerosities – to a truly arithmetic one as a
result of their learning the counting words. We also
question the interpretation of recent findings from
Amazonian cultures that have very restricted number
vocabularies. Our review of data and theory, along with
neuroscientific evidence, imply that numerical concepts
have an ontogenetic origin and a neural basis that are
independent of language.
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