Research output: Contribution to journal › Editorial
|<mark>Journal publication date</mark>||12/2008|
|<mark>Journal</mark>||Behavioral and Brain Sciences|
|Number of pages||8|
We see no grounds for insisting that, because the concept natural number is abstract, its foundations must be innate. It is possible to specify domain general learning processes that feed into more abstract concepts of numerical infinity. By neglecting the messiness of children's slow acquisition of arithmetical concepts. Rips et al. present an idealized, unnecessarily insular, view of number development.