Core Knowledge, Language, and Number

Autor/in	Spelke, Elizabeth S.
Titel	Core Knowledge, Language, and Number
Quelle	In: Language Learning and Development, 13 (2017) 2, S.147-170 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-5441
DOI	10.1080/15475441.2016.1263572
Schlagwörter	Computation; Number Systems; Number Concepts; Language Usage; Nouns; Native Language; Adults; Infants; Cognitive Processes; Arithmetic + Suchen Sie Ihr Suchwort? Number system; Zahlensystem; Number concept; Zahlbegriff; Sprachgebrauch; Infant; Toddler; Toddlers; Kleinkind; Cognitive process; Kognitiver Prozess; Addition; Arithmetik; Arithmetikunterricht; Rechnen
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01