Véronique Izard

Tuning Curves for Approximate Numerosity in the Human Intraparietal Sulcus

Number, like color or movement, is a basic property of the environment. Recently, single neurons tuned to number have been observed in animals. We used both psychophysics and neuroimaging to examine whether a similar neural coding scheme is present in humans. When participants viewed sets of items with a variable number, the bilateral intraparietal sulci responded selectively to number change. Functionally, the shape of this response indicates that humans, like other animal species, encode approximate number on a compressed internal scale. Anatomically, the intraparietal site coding for number in humans is compatible with that observed in macaque monkeys. Our results therefore suggest an evolutionary basis for human elementary arithmetic.

Log or Linear? Distinct Intuitions of the Number Scale in Western and Amazonian Indigene Cultures

The mapping of numbers onto space is fundamental to measurement and to mathematics. Is this mapping a cultural invention or a universal intuition shared by all humans regardless of culture and education? We probed number-space mappings in the Mundurucu, an Amazonian indigene group with a reduced numerical lexicon and little or no formal education. At all ages, the Mundurucu mapped symbolic and nonsymbolic numbers onto a logarithmic scale, whereas Western adults used linear mapping with small or symbolic numbers and logarithmic mapping when numbers were presented nonsymbolically under conditions that discouraged counting. This indicates that the mapping of numbers onto space is a universal intuition and that this initial intuition of number is logarithmic. The concept of a linear number line appears to be a cultural invention that fails to develop in the absence of formal education.

Calibrating the mental number line

Human adults are thought to possess two dissociable systems to represent numbers: an approximate quantity system akin to a mental number line, and a verbal system capable of representing numbers exactly. Here, we study the interface between these two systems using an estimation task. Observers were asked to estimate the approximate numerosity of dot arrays. We show that, in the absence of calibration, estimates are largely inaccurate: responses increase monotonically with numerosity, but underestimate the actual numerosity. However, insertion of a few inducer trials, in which participants are explicitly (and sometimes misleadingly) told that a given display contains 30 dots, is sufficient to calibrate their estimates on the whole range of stimuli. Based on these empirical results, we develop a model of the mapping between the numerical symbols and the representations of numerosity on the number line.

Does Subitizing Reflect Numerical Estimation

Subitizing is the rapid and accurate enumeration of small sets (up to 3–4 items). Although subitizing has been studied extensively since its first description about 100 years ago, its underlying mechanisms remain debated. One hypothesis proposes that subitizing results from numerical estimation mechanisms that, according to Webers law, operate with high precision for small numbers. Alternatively, subitizing might rely on a distinct process dedicated to small numerosities. In this study, we tested the hypothesis that there is a shared estimation system for small and large quantities in human adults, using a masked forced-choice paradigm in which participants named the numerosity of displays taken from sets matched for discrimination difficulty; one set ranged from 1 through 8 items, and the other ranged from 10 through 80 items. Results showed a clear violation of Webers law (much higher precision over numerosities 1–4 than over numerosities 10–40), thus refuting the single-estimation-system hypothesis and supporting the notion of a dedicated mechanism for apprehending small numerosities.

Distinct Cerebral Pathways for Object Identity and Number in Human Infants

All humans, regardless of their culture and education, possess an intuitive understanding of number. Behavioural evidence suggests that numerical competence may be present early on in infancy. Here, we present brain-imaging evidence for distinct cerebral coding of number and object identity in 3-mo-old infants. We compared the visual event-related potentials evoked by unforeseen changes either in the identity of objects forming a set, or in the cardinal of this set. In adults and 4-y-old children, number sense relies on a dorsal system of bilateral intraparietal areas, different from the ventral occipitotemporal system sensitive to object identity. Scalp voltage topographies and cortical source modelling revealed a similar distinction in 3-mo-olds, with changes in object identity activating ventral temporal areas, whereas changes in number involved an additional right parietoprefrontal network. These results underscore the developmental continuity of number sense by pointing to early functional biases in brain organization that may channel subsequent learning to restricted brain areas.

Education Enhances the Acuity of the Nonverbal Approximate Number System

All humans share a universal, evolutionarily ancient approximate number system (ANS) that estimates and combines the numbers of objects in sets with ratio-limited precision. Interindividual variability in the acuity of the ANS correlates with mathematical achievement, but the causes of this correlation have never been established. We acquired psychophysical measures of ANS acuity in child and adult members of an indigene group in the Amazon, the Mundurucú, who have a very restricted numerical lexicon and highly variable access to mathematics education. By comparing Mundurucú subjects with and without access to schooling, we found that education significantly enhances the acuity with which sets of concrete objects are estimated. These results indicate that culture and education have an important effect on basic number perception. We hypothesize that symbolic and nonsymbolic numerical thinking mutually enhance one another over the course of mathematics instruction.

Representations of space, time, and number in neonates

Significance Space, time, and number are connected in the world and in the human mind. How do these connections arise? Do we learn to link larger numbers and durations to longer spatial extents because they are correlated in the world, or is the human mind built to capture these relations? We showed that neonates relate both number and duration to spatial length when these dimensions vary in the same direction (number or duration increases as length increases), but not in opposite directions (number or duration increases and length decreases). After being familiarized to a pairing between two magnitudes, newborns expect these dimensions to change in the same direction. At birth, humans are sensitive to the common structure of these fundamental magnitudes. A rich concept of magnitude—in its numerical, spatial, and temporal forms—is a central foundation of mathematics, science, and technology, but the origins and developmental relations among the abstract concepts of number, space, and time are debated. Are the representations of these dimensions and their links tuned by extensive experience, or are they readily available from birth? Here, we show that, at the beginning of postnatal life, 0- to 3-d-old neonates reacted to a simultaneous increase (or decrease) in spatial extent and in duration or numerical quantity, but they did not react when the magnitudes varied in opposite directions. The findings provide evidence that representations of space, time, and number are systematically interrelated at the start of postnatal life, before acquisition of language and cultural metaphors, and before extensive experience with the natural correlations between these dimensions.

How Humans Count: Numerosity and the Parietal Cortex

Numerosity (the number of objects in a set), like color or movement, is a basic property of the environment. Animal and human brains have been endowed by evolution by mechanisms based on parietal circuitry for representing numerosity in an highly abstract, although approximate fashion. These mechanisms are functional at a very early age in humans and spontaneously deployed in the wild by animals of different species. The recent years have witnessed terrific advances in unveiling the neural code(s) underlying numerosity representations and showing similarities as well as differences across species. In humans, during development, with the introduction of symbols for numbers and the implementation of the counting routines, the parietal system undergoes profound (yet still largely mysterious) modifications, such that the neural machinery previously evolved to represent approximate numerosity gets partially “recycled” to support the representation of exact number.

Flexible intuitions of Euclidean geometry in an Amazonian indigene group

Kant argued that Euclidean geometry is synthesized on the basis of an a priori intuition of space. This proposal inspired much behavioral research probing whether spatial navigation in humans and animals conforms to the predictions of Euclidean geometry. However, Euclidean geometry also includes concepts that transcend the perceptible, such as objects that are infinitely small or infinitely large, or statements of necessity and impossibility. We tested the hypothesis that certain aspects of nonperceptible Euclidian geometry map onto intuitions of space that are present in all humans, even in the absence of formal mathematical education. Our tests probed intuitions of points, lines, and surfaces in participants from an indigene group in the Amazon, the Mundurucu, as well as adults and age-matched children controls from the United States and France and younger US children without education in geometry. The responses of Mundurucu adults and children converged with that of mathematically educated adults and children and revealed an intuitive understanding of essential properties of Euclidean geometry. For instance, on a surface described to them as perfectly planar, the Mundurucus estimations of the internal angles of triangles added up to ∼180 degrees, and when asked explicitly, they stated that there exists one single parallel line to any given line through a given point. These intuitions were also partially in place in the group of younger US participants. We conclude that, during childhood, humans develop geometrical intuitions that spontaneously accord with the principles of Euclidean geometry, even in the absence of training in mathematics.

Exact Equality and Successor Function: Two Key Concepts on the Path towards Understanding Exact Numbers

Humans possess two nonverbal systems capable of representing numbers, both limited in their representational power: the first one represents numbers in an approximate fashion, and the second one conveys information about small numbers only. Conception of exact large numbers has therefore been thought to arise from the manipulation of exact numerical symbols. Here, we focus on two fundamental properties of the exact numbers as prerequisites to the concept of EXACT NUMBERS: the fact that all numbers can be generated by a successor function and the fact that equality between numbers can be defined in an exact fashion. We discuss some recent findings assessing how speakers of Mundurucú (an Amazonian language), and young Western children (3–4 years old) understand these fundamental properties of numbers.