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A “sense of magnitude” requires a new alternative for learning numerical symbols

Published online by Cambridge University Press:  27 July 2017

Delphine Sasanguie  and
Bert Reynvoet
Delphine Sasanguie
Affiliation:
Brain and Cognition Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, 3000 Leuven, BelgiumDelphine.Sasanguie@kuleuven.be Faculty of Psychology and Educational Sciences, KU Leuven Kulak, 8500 Kortrijk, BelgiumBert.Reynvoet@kuleuven.behttp://www.numcoglableuven.be
Bert Reynvoet
Affiliation:
Brain and Cognition Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, 3000 Leuven, BelgiumDelphine.Sasanguie@kuleuven.be Faculty of Psychology and Educational Sciences, KU Leuven Kulak, 8500 Kortrijk, BelgiumBert.Reynvoet@kuleuven.behttp://www.numcoglableuven.be
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Abstract

Leibovich et al. proposed that the processing of numerosities is based primarily on a “sense of magnitude.” The consequences of this proposal for how numerical symbols acquire their meaning are, however, neglected. We argue that symbols cannot be learned by associating them with a system that is not yet able to derive discrete numbers accurately because of immature cognitive control.

Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 40 , 2017 , e188
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Copyright
Copyright © Cambridge University Press 2017 

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