Cognitive Access to Numbers: The Philosophical Significance of Empirical Findings About Basic Number Abilities

Cognitive Access to Numbers: The Philosophical Significance of Empirical Findings About Basic Number Abilities
Marcus Giaquinto, University College London, 2017/05/31
We teach children about numbers, but how do people come to know what numbers are, given that they are abstract? There must be some process of learning that takes place. More...