Numerical cognition across the lifespan: A selective review of key developmental stages and neural, cognitive, and affective underpinnings

Abstract

Numerical cognition constitutes a set of hierarchically related skills and abilities that develop–and may subsequently begin to decline–over developmental time. An innate “number sense” has long been argued to provide a foundation for the development of increasingly complex and applied numerical cognition, such as symbolic numerical reference, arithmetic, and financial literacy. However, evidence for a direct link between basic perceptual mechanisms that allow us to determine numerical magnitude (e.g., “how many” objects are in front of us and whether some of these are of a “greater” or “lesser” quantity), and later symbolic applications for counting and mathematics, has recently been challenged. Understanding how one develops an increasingly precise sense of number and which neurocognitive mechanisms support arithmetic development and achievement is crucial for developing successful mathematics curricula, supporting individual financial literacy and decision-making, and designing appropriate intervention and remediation programs for mathematical learning disabilities as well as mathematics anxiety. The purpose of this review is to provide a broad overview of the cognitive, neural, and affective underpinnings of numerical cognition–spanning the earliest hours of infancy to senior adulthood–and highlight gaps in our knowledge that remain to be addressed.