Philosophical Psychology 21 (4):475 – 490 (2008)
Experimental studies indicate that nonhuman animals and infants represent numerosities above three or four approximately and that their mental number line is logarithmic rather than linear. In contrast, human children from most cultures gradually acquire the capacity to denote exact cardinal values. To explain this difference, I take an extended mind perspective, arguing that the distinctly human ability to use external representations as a complement for internal cognitive operations enables us to represent natural numbers. Reviewing neuroscientific, developmental, and anthropological evidence, I argue that the use of external media that represent natural numbers (like number words, body parts, tokens or numerals) influences the functional architecture of the brain, which suggests a two-way traffic between the brain and cultural public representations.
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References found in this work BETA
Large Number Discrimination in 6-Month-Old Infants.F. Xu & E. S. Spelke - 2000 - Cognition 74 (1):1-11.
The Cognitive Functions of Language.Peter Carruthers - 2002 - Behavioral and Brain Sciences 25 (6):657-674.
Citations of this work BETA
Mathematical Symbols as Epistemic Actions.De Cruz Helen & De Smedt Johan - 2013 - Synthese 190 (1):3-19.
Dimensions of Integration in Embedded and Extended Cognitive Systems.Richard Heersmink - 2015 - Phenomenology and the Cognitive Sciences 13 (3):577-598.
Cognitive Transformations and Extended Expertise.Richard Menary & Michael Kirchhoff - 2013 - Educational Philosophy and Theory 46 (6):1-14.
The Innateness Hypothesis and Mathematical Concepts.Helen De Cruz & Johan De Smedt - 2010 - Topoi 29 (1):3-13.
Idealization and External Symbolic Storage: The Epistemic and Technical Dimensions of Theoretic Cognition.Peter Woelert - 2012 - Phenomenology and the Cognitive Sciences 11 (3):335-366.
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