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Number and language: how are they related?
Rochel Gelman1, Brian Butterworth
1Rutgers Center for Cognitive Science, Piscataway, New Jersey 08844, USA. rgelman@ruccs.rutgers.edu <rgelman@ruccs.rutgers.edu>
Trends in Cognitive Sciences
|January 11, 2005
Summary
Numerical concepts develop independently of language. This study challenges the idea that learning counting words is essential for arithmetic abilities, suggesting innate origins for numerical understanding.
Area of Science:
- Cognitive Science
- Developmental Psychology
- Neuroscience
Background:
- The relationship between language and numerical cognition is debated.
- The bootstrapping theory suggests language acquisition enables abstract numerical concepts.
- Limited number vocabularies in some cultures raise questions about language's role.
Purpose of the Study:
- To investigate whether numerical concept development is dependent on language acquisition.
- To challenge the bootstrapping theory of numerical development.
- To re-evaluate evidence regarding language and number.
Main Methods:
- Literature review of existing data and theories.
- Analysis of neuroscientific evidence.
- Examination of cross-cultural findings on number vocabulary.
Main Results:
- Evidence suggests numerical concepts have an independent origin.
- Neuroscientific data indicate a neural basis for number separate from language.
- The bootstrapping theory's claims are questioned.
Conclusions:
- Numerical concepts are not solely dependent on language.
- Ontogenetic and neural foundations for numerical cognition exist independently of linguistic abilities.