is often contrasted with math and literature. But our ability to count and manipulate numbers depend Does our language? Can there be mathematics without language?
In 2004, two studies published in Science had already initiated serious groundwork on the subject by studying different Amazonian tribes. The first had considered the case of Pirahã that have no words beyond two except to say "many." This tribe is struggling to handle higher amounts to 3 and the study had concluded that language determines the cognitive abilities, at least in arithmetic. The second study conducted by the French had been interested in the case of Mundurucus living in the state of Para, Brazil. The Amazonian tribe has only a few words for numbers. Their numerical vocabulary ranges from 1 to 4 or 5, depending on the individual. For example, "ebapug" means 2 + 1 and "ebadipdip" 2 + 1 + 1. Even if the tribe can not make calculations with an exact value in excess of 5, when subjected to tests of approximation, these Amazonians achieve results comparable to the French. There seems to be a language-independent arithmetic ability.
Other studies on young children and animals show that they are able to assess the quantities without having to manipulate symbols. These observations thus support the results of the latest study show that but for the calculation of exact values requires an appropriate symbol system known as "crystallization of numbers". When you're young, there with his fingers. Around the age of 3 years and Contrary to these tribes, Western children are so aware that every word is a number refers to a finite quantity. The lexicon "digital is different, then the manipulation of numbers that also arise.
However, their inability to calculate not only related to language deficiency, but rather a cultural trait. These Indians live in a society where large numbers and exact values are not necessary. way to avoid this bias, a new study released last week has focused on the deaf and dumb Nicaragua. Researchers have passed tests at 4 deaf-mutes who have not learned sign language but who have developed their own sign language to communicate with others. They work, earn their living, contribute to an economy based on the exact value of things, not approximations. They compared their performance with that of two deaf-mutes knowing sign language (which have thus learned the numerical sequence) and with 4 Nicaraguan illiterate. Deaf-mute who learned sign language and the illiterate have achieved better results than the self-taught deaf-mutes. They have an incomplete understanding of the numerical value. By example, when the deaf-mutes manipulate the currency of their country, they are able to say that a 20 note is larger than a 10 note that 9 or 10 bills are less than 100 ticket. But this learning is largely based on the colors and shapes of the notes.
This demonstrates our ability to count and manipulate numbers depends (in part) of our language. These studies are particularly interesting to understand the place of words in arithmetic and thus help teachers to better teach math to children. Notice to master! ;-)
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