Core Knowledge, Language, and Number. Issue 2 (3rd April 2017)

• Record Type: Journal Article
• Authors: Spelke, Elizabeth S.
• Is Part Of: Language learning and development. Volume 13:Issue 2(2017)
• Page Start: 147
• Page End: 170
• Publication Date: 2017-04-03
• Subjects: Language acquisition -- Research -- Periodicals; Children -- Language -- Periodicals; 401.9305
• DOI: 10.1080/15475441.2016.1263572
• Languages: English
• ISSNs: 1547-5441

Abstract

ABSTRACT: The natural numbers may be our simplest, most useful, and best-studied abstract concepts, but their origins are debated. I consider this debate in the context of the proposal, by Gallistel and Gelman, that natural number system is a product of cognitive evolution and the proposal, by Carey, that it is a product of human cultural history. I offer a third proposal that builds on aspects of these views but rejects one tenet that they share: the thesis that counting is central to number. I suggest that children discover the natural numbers when they learn a natural language: especially nouns, number words, and the rules that compose quantified noun phrases. This learning, in turn, depends both on cognitive systems that are innate and shared by other animals, and on our species-specific language faculty. Thus, natural number concepts are unique to humans and culturally universal, yet they are learned.