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The development of arithmetical abilities.

Brian Butterworth1

  • 1Institute of Cognitive Neuroscience, University College, London, UK. b.butterworth@ucl.ac.uk

Journal of Child Psychology and Psychiatry, and Allied Disciplines
|January 22, 2005
PubMed
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This study suggests that the ability to learn arithmetic is innate, stemming from an inborn sense of number (numerosity). Difficulties in learning arithmetic, or dyscalculia, may result from a deficit in this innate numerosity concept.

Area of Science:

  • Cognitive Science
  • Developmental Psychology
  • Neuroscience

Background:

  • Arithmetical skills are crucial for societal participation and education.
  • Understanding the acquisition of these skills is vital for individual development and educational systems.

Purpose of the Study:

  • To review evidence on the development of arithmetical abilities.
  • To compare innate numerosity versus general cognitive abilities in arithmetic acquisition.

Main Methods:

  • Review of evidence from infancy research, neuropsychological studies, neuroimaging, and genetics.
  • Analysis of arithmetical development through the lens of numerosity.

Main Results:

  • Infants demonstrate an innate ability to discriminate numerosities.

Related Experiment Videos

  • Arithmetical development involves sophisticated understanding and manipulation of numerosity.
  • Developmental dyscalculia can be linked to deficits in the concept of numerosity.

    • Conclusions:

    • Evidence supports an innate capacity for acquiring arithmetical skills.
    • Further research is needed on the impact of learning content and timing on arithmetic development.