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Linguistic Determinism and the Innate Basis of Number
In Peter Carruthers, Stephen Laurence & Stephen P. Stich (eds.), The Innate Mind: Foundations and the Future (2007)
Abstract
Strong nativist views about numerical concepts claim that human beings have at least some innate precise numerical representations. Weak nativist views claim only that humans, like other animals, possess an innate system for representing approximate numerical quantity. We present a new strong nativist model of the origins of numerical concepts and defend the strong nativist approach against recent cross-cultural studies that have been interpreted to show that precise numerical concepts are dependent on language and that they are restricted to speakers of languages with the right kind of structure.Author Profiles
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Citations of this work
The cerebral, extra-cerebral bodily, and socio-cultural dimensions of enculturated arithmetical cognition.Regina E. Fabry - 2020 - Synthese 197 (9):3685-3720.
The enactive roots of STEM: Rethinking educational design in mathematics.Michael David Kirchhoff, Daniel D. Hutto & Dor Abrahamson - 2015 - Educational Psychology Review 27 (3):371–389.
Counting and the ontogenetic origins of exact equality.Rose M. Schneider, Erik Brockbank, Roman Feiman & David Barner - 2022 - Cognition 218 (C):104952.
Enculturation and the historical origins of number words and concepts.César Frederico dos Santos - 2021 - Synthese 199 (3-4):9257-9287.
References found in this work
Exact and Approximate Arithmetic in an Amazonian Indigene Group.Pierre Pica, Cathy Lemer, Véronique Izard & Stanislas Dehaene - 2004 - Science 306 (5695):499-503.
The present status of the innateness controversy.Jerry A. Fodor - 1981 - In Jerry Fodor (ed.), RePresentations: Philosophical Essays on the Foundations of Cognitive Science. Cambridge, MA: MIT Press. pp. 257-316.
Large number discrimination in 6-month-old infants.Fei Xu & Elizabeth S. Spelke - 2000 - Cognition 74 (1):1-11.
The Number Sense: How the Mind Creates Mathematics.Stanislas Dehaene - 1999 - British Journal of Educational Studies 47 (2):201-203.
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