Numbers, numerosities, and new directions

2021 ◽  
Vol 44 ◽  
Author(s):  
Sam Clarke ◽  
Jacob Beck

Abstract In our target article, we argued that the number sense represents natural and rational numbers. Here, we respond to the 26 commentaries we received, highlighting new directions for empirical and theoretical research. We discuss two background assumptions, arguments against the number sense, whether the approximate number system (ANS) represents numbers or numerosities, and why the ANS represents rational (but not irrational) numbers.

2021 ◽  
pp. 1-57
Author(s):  
Sam Clarke ◽  
Jacob Beck

Abstract On a now orthodox view, humans and many other animals possess a “number sense,” or approximate number system (ANS), that represents number. Recently, this orthodox view has been subject to numerous critiques that question whether the ANS genuinely represents number. We distinguish three lines of critique—the arguments from congruency, confounds, and imprecision—and show that none succeed. We then provide positive reasons to think that the ANS genuinely represents numbers, and not just non-numerical confounds or exotic substitutes for number, such as “numerosities” or “quanticals,” as critics propose. In so doing, we raise a neglected question: numbers of what kind? Proponents of the orthodox view have been remarkably coy on this issue. But this is unsatisfactory since the predictions of the orthodox view, including the situations in which the ANS is expected to succeed or fail, turn on the kind(s) of number being represented. In response, we propose that the ANS represents not only natural numbers (e.g. 7), but also non-natural rational numbers (e.g. 3.5). It does not represent irrational numbers (e.g. √2), however, and thereby fails to represent the real numbers more generally. This distances our proposal from existing conjectures, refines our understanding of the ANS, and paves the way for future research.


2021 ◽  
Vol 44 ◽  
Author(s):  
José Luis Bermúdez

Abstract Against Clarke and Beck's proposal that the approximate number system (ANS) represents natural and rational numbers, I suggest that the experimental evidence is better accommodated by the (much weaker) thesis that the ANS represents cardinality comparisons. Cardinality comparisons do not stand in arithmetical relations and being able to apply them does not involve basic arithmetical concepts and operations.


Author(s):  
Tayyaba Abid ◽  
Saeeda Khanum

The ability to process numbers approximately also called, approximate number system (ANS) is related and predictive of school mathematics performance. This system is functional since birth and continue to become more precise throughout the development. Developmental change of approximate number system over the growing years has not been investigated in Pakistan so the current study bridged this gap by investigating it from 261 participants ranging from 5 to 72 years of age. Panamath task being the robust measure of ANS acuity was administered. Results revealed that numerical acuity got precise with an increase in age. However, most sophisticated acuity has been shown around age 46-50 as compared to the western population showing its peak around 30 years of age. Delay in developing approximate number system acuity across the groups as compared to the trend reported in the western population raises many questions in terms of cultural variations and practices contributing to the development of number sense. The study has important implications for the development of number sense cross-culturally keeping in view the evidence from various cultures.


2021 ◽  
Vol 44 ◽  
Author(s):  
Melissa E. Libertus ◽  
Shirley Duong ◽  
Danielle Fox ◽  
Leanne Elliott ◽  
Rebecca McGregor ◽  
...  

Abstract The proposal by Clarke and Beck offers a new explanation for the association between the approximate number system (ANS) and math. Previous explanations have largely relied on developmental arguments, an underspecified notion of the ANS as an “error detection mechanism,” or affective factors. The proposal that the ANS represents rational numbers suggests that it may directly support a broader range of math skills.


2021 ◽  
Vol 44 ◽  
Author(s):  
Rafael E. Núñez ◽  
Francesco d'Errico ◽  
Russell D. Gray ◽  
Andrea Bender

Abstract Clarke and Beck's defense of the theoretical construct “approximate number system” (ANS) is flawed in serious ways – from biological misconceptions to mathematical naïveté. The authors misunderstand behavioral/psychological technical concepts, such as numerosity and quantical cognition, which they disdain as “exotic.” Additionally, their characterization of rational numbers is blind to the essential role of symbolic reference in the emergence of number.


2017 ◽  
Vol 2 (3) ◽  
pp. 170-189 ◽  
Author(s):  
Andreas Obersteiner ◽  
Veronika Hofreiter

Number sense requires, at least, an ability to assess magnitude information represented by number symbols. Most educated adults are able to assess magnitude information of rational numbers fairly quickly, including whole numbers and fractions. It is to date unclear whether educated adults without training are able to assess magnitudes of irrational numbers, such as the cube root of 41. In a computerized experiment, we asked mathematically skilled adults to repeatedly choose the larger of two irrational numbers as quickly as possible. Participants were highly accurate on problems in which reasoning about the exact or approximate value of the irrational numbers’ whole number components (e.g., 3 and 41 in the cube root of 41) yielded the correct response. However, they performed at random chance level when these strategies were invalid and the problem required reasoning about the irrational number magnitudes as a whole. Response times suggested that participants hardly even tried to assess magnitudes of the irrational numbers as a whole, and if they did, were largely unsuccessful. We conclude that even mathematically skilled adults struggle with quickly assessing magnitudes of irrational numbers in their symbolic notation. Without practice, number sense seems to be restricted to rational numbers.


2021 ◽  
Vol 44 ◽  
Author(s):  
Edward M. Hubbard ◽  
Percival G. Matthews

Abstract Clarke and Beck suggest that the ratio processing system (RPS) may be a component of the approximate number system (ANS), which they suggest represents rational numbers. We argue that available evidence is inconsistent with their account and advocate for a two-systems view. This implies that there may be many access points for numerical cognition – and that privileging the ANS may be a mistake.


2021 ◽  
Vol 44 ◽  
Author(s):  
Brian Ball

Abstract Clarke and Beck propose that the approximate number system (ANS) represents rational numbers. The evidence cited supports only the view that it represents ratios (and positive integers). Rational numbers are extensive magnitudes (i.e., sizes), whereas ratios are intensities. It is also argued that WHAT a system represents and HOW it does so are not as independent of one another as the authors assume.


2021 ◽  
Vol 44 ◽  
Author(s):  
Eli Hecht ◽  
Tracey Mills ◽  
Steven Shin ◽  
Jonathan Phillips

Abstract In contrast to Clarke and Beck's claim that that the approximate number system (ANS) represents rational numbers, we argue for a more modest alternative: The ANS represents natural numbers, and there are separate, non-numeric processes that can be used to represent ratios across a wide range of domains, including natural numbers.


2021 ◽  
Vol 44 ◽  
Author(s):  
Max Jones ◽  
Karim Zahidi ◽  
Daniel D. Hutto

Abstract Clarke and Beck rightly contend that the number sense allows us to directly perceive number. However, they unnecessarily assume a representationalist approach and incur a heavy theoretical cost by invoking “modes of presentation.” We suggest that the relevant evidence is better explained by adopting a radical enactivist approach that avoids characterizing the approximate number system (ANS) as a system for representing number.


Sign in / Sign up

Export Citation Format

Share Document