Animal Cognition, Species Invariantism, and Mathematical Realism

What can we infer from numerical cognition about mathematical realism? In this paper, I will consider one aspect of numerical cognition that has received little attention in the literature: the remarkable similarities of numerical cognitive capacities across many animal species. This Invariantism in Numerical Cognition (INC) indicates that mathematics and morality are disanalogous in an important respect: proto-moral beliefs differ substantially between animal species, whereas proto-mathematical beliefs (at least in the animals studied) seem to show more similarities. This makes moral beliefs more susceptible to a contingency challenge from evolution compared to mathematical beliefs, and indicates that mathematical beliefs might be less vulnerable to evolutionary debunking arguments. I will then examine to what extent INC can be used to flesh out a positive case for mathematical realism. Finally, I will review two forms of mathematical realism that are promising in the light of the evolutionary evidence about numerical cognition, ante rem structuralism and Millean empiricism

State-of-Science review: learning difficulties: SR-D4: Dyscalculia

Low numeracy skills in general and developmental dyscalculia (DD) in particular constitute a severe handicap. This review examines the causes and behavioural manifestations of numeracy deficits, their neuropsychological correlates and the limits to our understanding of these conditions. It then goes on to describe a validated test for diagnosing DD – a specific impairment in the capacity to learn arithmetic. The challenges in educating DD children and analysing their particular intervention needs are described. Reference is also made to the impact of dyscalculia on mental health (and ill-health) and individual wellbeing

Founding quantum theory on the basis of consciousness

In the present work, quantum theory is founded on the framework of consciousness, in contrast to earlier suggestions that consciousness might be understood starting from quantum theory. The notion of streams of consciousness, usually restricted to conscious beings, is extended to the notion of a Universal/Global stream of conscious flow of ordered events. The streams of conscious events which we experience constitute sub-streams of the Universal stream. Our postulated ontological character of consciousness also consists of an operator which acts on a state of potential consciousness to create or modify the likelihoods for later events to occur and become part of the Universal conscious flow. A generalized process of measurement-perception is introduced, where the operation of consciousness brings into existence, from a state of potentiality, the event in consciousness. This is mathematically represented by (a) an operator acting on the state of potential-consciousness before an actual event arises in consciousness and (b) the reflecting of the result of this operation back onto the state of potential-consciousness for comparison in order for the event to arise in consciousness. Beginning from our postulated ontology that consciousness is primary and from the most elementary conscious contents, such as perception of periodic change and motion, quantum theory follows naturally as the description of the conscious experience.Comment: 41 pages, 3 figures. To be published in Foundations of Physics, Vol 36 (6) (June 2006), published online at http://dx.doi.org/10.1007/s10701-006-9049-

An emergentist perspective on the origin of number sense

open2noopenZorzi, Marco; Testolin, AlbertoZorzi, Marco; Testolin, Albert

Why do spatial abilities predict mathematical performance?

Spatial ability predicts performance in mathematics and eventual expertise in science, technology and engineering. Spatial skills have also been shown to rely on neuronal networks partially shared with mathematics. Understanding the nature of this association can inform educational practices and intervention for mathematical underperformance. Using data on two aspects of spatial ability and three domains of mathematical ability from 4174 pairs of 12-year-old twins, we examined the relative genetic and environmental contributions to variation in spatial ability and to its relationship with different aspects of mathematics. Environmental effects explained most of the variation in spatial ability (~70%) and in mathematical ability (~60%) at this age, and the effects were the same for boys and girls. Genetic factors explained about 60% of the observed relationship between spatial ability and mathematics, with a substantial portion of the relationship explained by common environmental influences (26% and 14% by shared and non-shared environments respectively). These findings call for further research aimed at identifying specific environmental mediators of the spatial–mathematics relationship