Dove and Machery both argue that recent findings about the nature of numerical representation present problems for Concept Empiricism. I shall argue that, whilst this evidence does challenge certain versions of CE, such as Prinz, it needn’t be seen as problematic to the general CE approach. Recent research can arguably be seen to support a CE account of number concepts. Neurological and behavioral evidence suggests that systems involved in the perception of numerical properties are also implicated in numerical cognition. Furthermore, (...) the discovery of associations between spatial and numerical representations also lends independent support to a CE approach. Although these findings support CE in general, certain versions of the theory may need revising in order to accommodate them. In particular, it may be necessary to either jettison Prinz's Modal Specificity Hypothesis or to revise one’s method for individuating modal representational formats. (shrink)

Preschool children have been proven to possess nonsymbolic approximate arithmetic skills before learning how to manipulate symbolic math and thus before any formal math instruction. It has been assumed that nonsymbolic approximate math tasks necessitate the allocation of Working Memory (WM) resources. WM has been consistently shown to be an important predictor of children's math development and achievement. The aim of our study was to uncover the specific role of WM in nonsymbolic approximate math. For this purpose, we conducted a (...) dual-task study with preschoolers with active phonological, visual, spatial, and central executive interference during the completion of a nonsymbolic approximate addition dot task. With regard to the role of WM, we found a clear performance breakdown in the central executive interference condition. Our findings provide insight into the underlying cognitive processes involved in storing and manipulating nonsymbolic approximate numerosities during early arithmetic. (shrink)

All humans share a universal, evolutionarily ancient approximate number system (ANS) that estimates and combines the numbers of objects in sets with ratio-limited precision. Interindividual variability in the acuity of the ANS correlates with mathematical achievement, but the causes of this correlation have never been established. We acquired psychophysical measures of ANS acuity in child and adult members of an indigene group in the Amazon, the Mundurucú, who have a very restricted numerical lexicon and highly variable access to mathematics education. (...) By comparing Mundurucú subjects with and without access to schooling, we found that education significantly enhances the acuity with which sets of concrete objects are estimated. These results indicate that culture and education have an important effect on basic number perception. We hypothesize that symbolic and nonsymbolic numerical thinking mutually enhance one another over the course of mathematics instruction. (shrink)

Article Authors Metrics Comments Media Coverage Abstract Author Summary Introduction Results Discussion Supporting information Acknowledgments Author Contributions References Reader Comments (0) Media Coverage (0) Figures Abstract During language processing, humans form complex embedded representations from sequential inputs. Here, we ask whether a “geometrical language” with recursive embedding also underlies the human ability to encode sequences of spatial locations. We introduce a novel paradigm in which subjects are exposed to a sequence of spatial locations on an octagon, and are asked to (...) predict future locations. The sequences vary in complexity according to a well-defined language comprising elementary primitives and recursive rules. A detailed analysis of error patterns indicates that primitives of symmetry and rotation are spontaneously detected and used by adults, preschoolers, and adult members of an indigene group in the Amazon, the Munduruku, who have a restricted numerical and geometrical lexicon and limited access to schooling. Furthermore, subjects readily combine these geometrical primitives into hierarchically organized expressions. By evaluating a large set of such combinations, we obtained a first view of the language needed to account for the representation of visuospatial sequences in humans, and conclude that they encode visuospatial sequences by minimizing the complexity of the structured expressions that capture them. (shrink)

Nonsymbolic comparison tasks are commonly used to index the acuity of an individual's Approximate Number System (ANS), a cognitive mechanism believed to be involved in the development of number skills. Here we asked whether the time that an individual spends observing numerical stimuli influences the precision of the resultant ANS representations. Contrary to standard computational models of the ANS, we found that the longer the stimulus was displayed, the more precise was the resultant representation. We propose an adaptation of the (...) standard model, and suggest that this finding has significant methodological implications for numerical cognition research. (shrink)

Young children with limited knowledge of formal mathematics can intuitively perform basic arithmetic‐like operations over nonsymbolic, approximate representations of quantity. However, the algorithmic rules that guide such nonsymbolic operations are not entirely clear. We asked whether nonsymbolic arithmetic operations have a function‐like structure, like symbolic arithmetic. Children (n = 74 4‐ to ‐8‐year‐olds in Experiment 1; n = 52 7‐ to 8‐year‐olds in Experiment 2) first solved two nonsymbolic arithmetic problems. We then showed children two unequal sets of objects, and (...) asked children which of the two derived solutions should be added to the smaller of the two sets to make them “about the same.” We hypothesized that, if nonsymbolic arithmetic follows similar function rules to symbolic arithmetic, then children should be able to use the solutions of nonsymbolic computations as inputs into another nonsymbolic problem. Contrary to this hypothesis, we found that children were unable to reliably do so, suggesting that these solutions may not operate as independent representations that can be used inputs into other nonsymbolic computations. These results suggest that nonsymbolic and symbolic arithmetic computations are algorithmically distinct, which may limit the extent to which children can leverage nonsymbolic arithmetic intuitions to acquire formal mathematics knowledge. (shrink)