What constitutes our number concept? What makes it possible for us
to employ numbers the way we do; which mental faculties contribute
to our grasp of numbers? What do we share with other species, and
what is specific to humans? How does our language faculty come into
the picture? This 2003 book addresses these questions and discusses
the relationship between numerical thinking and the human language
faculty, providing psychological, linguistic and philosophical
perspectives on number, its evolution and its development in
children. Heike Wiese argues that language as a human faculty plays
a crucial role in the emergence of systematic numerical thinking.
She characterises number sequences as powerful and highly flexible
mental tools that are unique to humans and shows that it is
language that enables us to go beyond the perception of numerosity
and to develop such mental tools.
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