Behavioral and Brain Sciences

Open Peer Commentary

Specific and general underpinnings to number; parallel development

Antonio Martins-Mouraoa1 and Annette Karmiloff-Smitha2

a1 Department of Psychology, University of Bedfordshire, Park Square, Luton LU1 3JU, United Kingdom

a2 Developmental Neurocognition Lab, Centre for Brain and Cognitive Development, School of Psychology, Birkbeck College, University of London, London WC1E 7HX, United Kingdom


In this commentary, we outline an epistemological continuum between earlier and later number concepts, showing how empirical findings support the view that specific and general underpinnings to number develop in parallel in children; and we raise the question, based on cross-syndrome comparisons in infancy, as to whether exact or approximate number abilities underlie these later skills.

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