id: 05774106
dt: j
an: 2010e.00321
au: De Cruz, Helen; De Smedt, Johan
ti: The innateness hypothesis and mathematical concepts.
so: Topoi 29, No. 1, 3-13 (2010).
py: 2010
pu: Springer Netherlands, Dordrecht
la: EN
cc: E20 C30
ut: innate knowledge; nativism; mathematical knowledge; developmental
psychology; arithmetic
ci:
li: doi:10.1007/s11245-009-9061-8
ab: Summary: 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?
rv: