David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Topoi 29 (1):3-13 (2010)
In historical claims for nativism, mathematics is a paradigmatic example of innate knowledge. Claims by contemporary developmental psychologists of elementary mathematical skills in human infants are a legacy of this. However, the connection between these skills and more formal mathematical concepts and methods remains unclear. This paper assesses the current debates surrounding nativism and mathematical knowledge by teasing them apart into two distinct claims. First, in what way does the experimental evidence from infants, nonhuman animals and neuropsychology support the nativist hypothesis? Second, granting that infants have some elementary mathematical skills, does this mean that such skills play an important role in the development of mathematical knowledge?
|Keywords||Innate knowledge Nativism Mathematical knowledge Developmental psychology Arithmetic|
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References found in this work BETA
Paul Benacerraf (1973). Mathematical Truth. Journal of Philosophy 70 (19):661-679.
Elizabeth M. Brannon (2002). The Development of Ordinal Numerical Knowledge in Infancy. Cognition 83 (3):223-240.
Peter Carruthers, Stephen Laurence & Stephen P. Stich (eds.) (2005). The Innate Mind. Oxford University Press.
Helen De Cruz (2008). An Extended Mind Perspective on Natural Number Representation. Philosophical Psychology 21 (4):475 – 490.
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