It is of deep interest to both linguists and psychologists alike to account for how young children acquire an understanding of number words. In their commentaries, Barner and Butterworth both point out that an important question highlighted by the work of Syrett, Musolino, and Gelman, and one that remains highly controversial, is where number…

Examines some of the issues that underlie the conceptual structure of the computational approach to cognition. Finds that this approach construes symbolization too narrowly, thereby blocking more adequate treatments of learning and acquisition of skills. Discusses the notion of symbol and symbolization and suggests an alternative approach to the…

Examines Kolers and Smythe's 1984 paper on the computational approach to cognition. Considers: (1) five specific criticisms of the computational approach, (2) their analysis of the conceptual basis of symbolization, and (3) their proposed alternative approach. Summarizes their position and discusses its shortcomings. (SED)

Discusses Kolers and Smythe's 1984 paper on the computational approach to cognition. Suggests some factors that support the continued emphasis on the analytic approach of the psychological representation of knowledge, but also acknowledges that they have provided a useful set of distinctions and at least one vocabulary for describing them. (SED)