Words, grammar, and number concepts: Evidence from development and aphasia
Rosemary Varley a1andMichael Siegal a2 a1 Department of Human Communication Sciences, University of Sheffield, S10 2TA United Kingdom
R.A.Varley@sheffield.ac.uk a2 Department of Psychology, Western Bank, University of Sheffield, United Kingdom S10 2TP
M.Siegal@sheffield.ac.uk
Abstract
Bloom's book underscores the importance of specifying the role of words and grammar in cognition. We propose that the cognitive power of language lies in the lexicon rather than grammar. We suggest ways in which studies involving children and patients with aphasia can provide insights into the basis of abstract cognition in the domain of number and mathematics.
