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How approximate and exact number skills are related to each other across development : A review

par Mussolin, Christophe ;Nys, Julie ;Leybaert, Jacqueline ;Content, Alain
Référence Developmental review, 39, page (1-15)
Publication Publié, 2016

Article révisé par les pairs

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Résumé :

Human and non-human species possess a mental system of number representations that appears early in the lifespan and that supports approximate number skills, such as numerical estimation or number comparison. With the later acquisition of language and of symbolic numbers, human beings also develop exact number skills that allow using numbers precisely, such as in counting and arithmetic. Whether the exact number skills are built on the approximate number skills or whether both abilities develop independently is debated in scientific literature. The current review points out the behavioural data which either support or challenge these contrasting proposals. In an attempt to provide a comprehensive overview of these mixed data, we carefully took into account the heterogeneity of the available studies regarding the kind of tasks, stimuli or ages of assessment. The conclusions of this review highlight the evidence that phylogenetically determined approximate number skills and culturally acquired numerical abilities are related to each other across development. They also stress the need to consider the less explored hypothesis that the acquisition of exact number skills refines the approximate number skills, a perspective which opens new and promising avenues for future research.