Hostname: page-component-78c5997874-lj6df Total loading time: 0 Render date: 2024-11-18T15:06:46.854Z Has data issue: false hasContentIssue false

Neo-Fregeanism naturalized: The role of one-to-one correspondence in numerical cognition

Published online by Cambridge University Press:  11 December 2008

Lieven Decock
Affiliation:
Faculty of Philosophy, Vrije Universiteit Amsterdam, 1081 HV Amsterdam, The NetherlandsLB.Decock@ph.vu.nlhttp://www.wijsbegeerte.vu.nl/lievendecock

Abstract

Rips et al. argue that the construction of math schemas roughly similar to the Dedekind/Peano axioms may be necessary for arriving at arithmetical skills. However, they neglect the neo-Fregean alternative axiomatization of arithmetic, based on Hume's principle. Frege arithmetic is arguably a more plausible start for a top-down approach in the psychological study of mathematical cognition than Peano arithmetic.

Type
Open Peer Commentary
Copyright
Copyright © Cambridge University Press 2008

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aczel, A. (2007) The artist and the mathematician. High Stakes.Google Scholar
Boolos, G. (1997) Is Hume's principle analytic? In: Language, thought, and logic: Essays in honor of Michael Dummett, ed. Heck, R.. Oxford University Press.Google Scholar
Dehaene, S. (1997) The number sense. Oxford University Press.Google Scholar
Demopoulos, W. (1998) The philosophical basis of our knowledge of number. Noûs 32:481503.CrossRefGoogle Scholar
Frege, G. (1893/1967) The basic laws of arithmetic. University of California Press. (Original work published 1893).Google Scholar
Frege, G. (1884/1974) The foundations of arithmetic. Blackwell. (Original work published 1884).Google Scholar
Gelman, R. & Gallistel, C. R. (1978) The child's understanding of number. Harvard University Press/MIT Press. (Second printing, 1985. Paperback issue with new preface, 1986).Google Scholar
Gelman, R. & Greeno, J. G. (1989) On the nature of competence: Principles for understanding in a domain. In: Knowing and learning: Issues for a cognitive science of instruction: Essays in honor of Robert Glaser, ed. Resnick, L. B., pp. 125–86. Erlbaum.Google Scholar
Gelman, R. & Meck, E. (1983) Preschoolers' counting: Principles before skill. Cognition 13:343–59.CrossRefGoogle ScholarPubMed
Gelman, R., Meck, E. & Merkin, S. (1986) Young children's numerical competence. Cognitive Development 1:129.CrossRefGoogle Scholar
Gordon, P. (2004) Numerical cognition without words: Evidence from Amazonia. Science 306:496–99.CrossRefGoogle ScholarPubMed
Heck, R. (1993) The development of arithmetic in Frege's Grundgesetze der Arithmetic. Journal of Symbolic Logic 58(2):579600.CrossRefGoogle Scholar
Heck, R. G. Jr. (2000) Cardinality, counting, and equinumerosity. Notre Dame Journal of Formal Logic 41(3):187209.CrossRefGoogle Scholar
Jordan, K. & Brannon, E. (2006) The multisensory representation of number in infancy. Proceedings of the National Academy of Sciences USA 103:3486–89.CrossRefGoogle ScholarPubMed
Piaget, J. (1968) Le structuralisme. Presses Universitaires de France.Google Scholar
Wright, C. (1983) Frege's conception of numbers as objects. Aberdeen University Press.Google Scholar
Zalta, E. N. (2008) Frege's logic, theorem, and foundations for arithmetic. In: The Stanford encyclopedia of philosophy (Summer 2008 edition), ed. Zalta, E. N.. Available at: http://plato.stanford.edu/archives/sum2008/entries/frege-logic/.Google Scholar