Rights statement: http://journals.cambridge.org/action/displayJournal?jid=BBS The final, definitive version of this article has been published in the Journal, Behavioral and Brain Sciences, 31 (6), pp 663-664 2008, © 2008 Cambridge University Press.
Final published version, 694 KB, PDF document
Research output: Contribution to Journal/Magazine › Editorial › peer-review
| <mark>Journal publication date</mark> | 12/2008 |
|---|---|
| <mark>Journal</mark> | Behavioral and Brain Sciences |
| Issue number | 6 |
| Volume | 31 |
| Number of pages | 8 |
| Pages (from-to) | 663-664 |
| Publication Status | Published |
| <mark>Original language</mark> | English |
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.