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TZNAME:America/New_York EDT END:DAYLIGHT BEGIN:DAYLIGHT DTSTART:20300310T030000 RDATE:20301103T010000 TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:America/New_York EDT END:DAYLIGHT BEGIN:DAYLIGHT DTSTART:20310309T030000 RDATE:20311102T010000 TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:America/New_York EDT END:DAYLIGHT BEGIN:DAYLIGHT DTSTART:20320314T030000 RDATE:20321107T010000 TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:America/New_York EDT END:DAYLIGHT BEGIN:DAYLIGHT DTSTART:20330313T030000 RDATE:20331106T010000 TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:America/New_York EDT END:DAYLIGHT BEGIN:DAYLIGHT DTSTART:20340312T030000 RDATE:20341105T010000 TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:America/New_York EDT END:DAYLIGHT BEGIN:DAYLIGHT DTSTART:20350311T030000 RDATE:20351104T010000 TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:America/New_York EDT END:DAYLIGHT BEGIN:DAYLIGHT DTSTART:20360309T030000 RDATE:20361102T010000 TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:America/New_York EDT END:DAYLIGHT BEGIN:DAYLIGHT DTSTART:20370308T030000 RDATE:20371101T010000 TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:America/New_York EDT END:DAYLIGHT END:VTIMEZONE BEGIN:VEVENT UID:8ad46a73d6eed36fb70da63a96090e36 CATEGORIES:RuCCS Colloquia: Spring 2021 CREATED:20201217T183416 SUMMARY:"What's innate about integer concepts?", David Barner (University of California, San Diego - Department of Psychology) LOCATION:via Zoom EST: Email Jason Geller at This email address is being protected f rom spambots. You need JavaScript enabled to view it. for this Zoom link. DESCRIPTION:David Barner's Website (https://psychology.ucsd.edu/people/profiles/dbarner .html)\nAbstract: In 1978 Gelman and Gallistel proposed a powerful nativist thesis regarding the ontogenetic origin of integer concepts in human child ren, and argued for a series of five distinct "counting principles" which i ncluded one-to-one correspondence, stable order, and the cardinal principle . This proposal was met with several significant waves of responses from no n-nativist psychologists, who argued that children's early counting behavio rs do not respect the counting principles in various ways. Currently, the f ield has achieved a remarkable degree of consensus regarding the empirical facts of number word learning, but the questions set out by Gelman and Gall istel remain difficult to answer, and a clear synthesis is absent. In this talk I lay out these facts and suggest a new synthesis, according to which the core innate feature of number word learning is Hume's principle of one- to-one correspondence, somewhat akin to what Gelman & Gallistel argued. However, I also argue - against their thesis - that the format by which on e-to-one is innately represented - i.e., some form of parallel enumeration - is not readily translated to the sequential algorithms of culturally cons tructed counting algorithms, explaining why children's early counting behav iors do not immediately express Hume's Principle. Second, compatible with G elman & Gallistel, I argue that an innate (ostensibly linguistic) synta x is responsible for generating a stable count list that extends beyond the limits of human sequence learning. But contrary to them I argue that the p rocedures that are the output of this syntax precede the conceptual content that it represents - namely, a numerical successor function that generates an infinite number of numbers. Learning how to express one-to-one correspo ndence via a sequential algorithm, and how to extend this algorithm via a g enerative syntactic rule are the two key cultural innovations that form the basis of counting, and are also the key conceptual hurdles that children f ace when learning to count.\nReading:\nCarey, S., & Barner, D. (2019). Ontogene tic origins of human integer representations. Trends in Cognitive Scien ces, 23(10), 823-835.\n X-ALT-DESC;FMTTYPE=text/html:
Abstract : In 1978 Gelman and Gallistel proposed a powerful nativist t hesis regarding the ontogenetic origin of integer concepts in human childre n, and argued for a series of five distinct "counting principles" which inc luded one-to-one correspondence, stable order, and the cardinal principle. This proposal was met with several significant waves of responses from non- nativist psychologists, who argued that children's early counting behaviors do not respect the counting principles in various ways. Currently, the fie ld has achieved a remarkable degree of consensus regarding the empirical fa cts of number word learning, but the questions set out by Gelman and Gallis tel remain difficult to answer, and a clear synthesis is absent. In this ta lk I lay out these facts and suggest a new synthesis, according to which th e core innate feature of number word learning is Hume's principle of one-to -one correspondence, somewhat akin to what Gelman & Gallistel argued. H owever, I also argue - against their thesis - that the format by which one- to-one is innately represented - i.e., some form of parallel enumeration - is not readily translated to the sequential algorithms of culturally constr ucted counting algorithms, explaining why children's early counting behavio rs do not immediately express Hume's Principle. Second, compatible with Gel man & Gallistel, I argue that an innate (ostensibly linguistic) syntax is responsible for generating a stable count list that extends beyond the l imits of human sequence learning. But contrary to them I argue that the pro cedures that are the output of this syntax precede the conceptual content t hat it represents - namely, a numerical successor function that generates a n infinite number of numbers. Learning how to express one-to-one correspond ence via a sequential algorithm, and how to extend this algorithm via a gen erative syntactic rule are the two key cultural innovations that form the b asis of counting, and are also the key conceptual hurdles that children fac e when learning to count.
Reading:
Carey, S., &
amp; Barner, D. (2019). Ontogenetic origins of human inte
ger representations. Trends in Cognitive Sciences, <
em>23(10), 823-835.