
Contents
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What’s in a Name? that Which We Call a Number What’s in a Name? that Which We Call a Number
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From Counting to Arithmetic (And Still Far from Mathematics) From Counting to Arithmetic (And Still Far from Mathematics)
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Conceptualizing Number: Conceptual Metaphor and Fictive Motion Conceptualizing Number: Conceptual Metaphor and Fictive Motion
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Introduction to Conceptual Mappings and Fictive Motion Introduction to Conceptual Mappings and Fictive Motion
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Conceptual Metaphor Conceptual Metaphor
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Fictive Motion Fictive Motion
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Conceptual Mappings and Fictive Motion in The Conceptualization of Numbers And Arithmetic Conceptual Mappings and Fictive Motion in The Conceptualization of Numbers And Arithmetic
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Empirical Support for The Embodied Conceptualization of Number Empirical Support for The Embodied Conceptualization of Number
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What Roles for Imagination and Conceptualization? What Roles for Imagination and Conceptualization?
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Embodied Learning Embodied Learning
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Embodied Reasoning Embodied Reasoning
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Discussion Discussion
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Conclusion and Future Prospects Conclusion and Future Prospects
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Notes Notes
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References References
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21 Cognitive Linguistics and the Concept(s) of Number
Get accessRafael Núñez is Professor of Cognitive Science at the University of California, San Diego.
Tyler Marghetis is a doctoral candidate in the Department of Cognitive Science at the University of California, San Diego.
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Published:01 May 2014
Cite
Abstract
What is a ‘number,’ as studied within numerical cognition? The term is highly polysemous, and can refer to numerals, numerosity, and a diverse collection of mathematical objects, from natural numbers to infinitesimals. However, numerical cognition has focused primarily on prototypical counting numbers (PCNs) – numbers used regularly to count small collections of objects. Even these simple numbers are far more complex than apparent pre-conditions for numerical abilities like subitizing and approximate discrimination of large numerosity, which we share with other animals. We argue that the leap to number concepts proper relies, in part, on two embodied, domain-general cognitive mechanisms: conceptual metaphor and fictive motion. These mechanisms were first investigated within cognitive linguistics, a subdiscipline of cognitive science, but are now thought to subserve cognition more generally. We review the proposal that these mechanisms structure numerical cognition – including PCNs, but also the positive integers and arithmetic – and survey the supporting empirical evidence.
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