Number Concepts: An Interdisciplinary Inquiry

This Element aims to review and critically assess research on number-concepts within developmental psychology and cognitive science, in a manner that is helpful to researchers within both philosophy and the relevant sciences. It outlines i) commonplace theoretical commitments underlying most mainstream number cognition research, such as representationalism, the existence of certain number-specific cognitive systems, e.g. the Approximate Number System and the Small Number System, and a trajectory of key developmental milestones specific to number concept possession; ii) a taxonomy of existing views within mainstream number cognition research, including influential formulations of those views, along with significant challenges they face; and iii) various philosophical assumptions often adopted by number cognition researchers, concerning e.g. the relationship between foundational mathematics and developmental psychology, and what natural numbers are like. The Element also distinguishes and motivates different versions of conceptual pluralism about number concepts.