Language is a fundamental aspect of human culture, serving not only as a means of communication but also as a vehicle for expressing complex concepts. One of the most intriguing intersections of language is within the domain of numerical cognition—the mental processes that allow us to understand, interpret, and manipulate numerical information. Research in this area has shown that the way numerical information is structured and conveyed in language can significantly influence cognitive processes associated with numbers. This influence is multifaceted, affecting everything from basic counting to advanced mathematical reasoning, and is shaped by various linguistic factors, including phonology, morphology, syntax, lexicon, semantics, conceptual understanding, and even visuo-spatial cognition.
The exploration of how different language modalities interact with numerical understanding offers a rich field for investigation. The contrast between spoken languages, which utilize auditory signals, and signed languages, characterized by visual-manual modalities, has garnered attention from researchers seeking to understand how these diverse systems might affect numerical processing differently. Signed languages, which are often perceived as more spatially oriented, present unique opportunities to examine how visual components of language can shape numerical cognition in ways that auditory-based spoken languages may not.
In terms of cognitive development, research indicates that children exposed to signed languages may experience distinct pathways in acquiring numerical understanding compared to those who learn spoken languages. For instance, the use of space in signed languages can allow for more immediate representation of numerical relations and quantities. This spatial representation may enhance children’s ability to grasp abstract numerical concepts, enabling them to perform mathematical operations more intuitively. The implications of such findings challenge traditional views of cognitive development and underscore the necessity of considering linguistic context in studies focused on numerical abilities.
The mechanisms through which language influences numerical cognition are not merely confined to the acquisition of counting skills; they extend into more complex mathematical reasoning. Signed languages allow for simultaneous expression of numerical information through hand signs and spatial arrangements, which could facilitate a more holistic understanding of numerical relationships. For example, when a signer depicts the number of objects in a visual-gestural manner, it may engage both the visual and cognitive systems more effectively than auditory representation alone.
Additionally, a multidisciplinary approach enhances our understanding of these processes. Studies involving children and adults across various linguistic backgrounds reveal that there are indeed substantial differences in how numerical concepts are processed. Adults who use signed languages often exhibit heightened visual-spatial reasoning, which may reflect their lifelong training in contextualizing numerical information visually. Such capabilities may also influence their approach to mathematical problem-solving, potentially leading to alternate strategies compared to their counterparts who rely on spoken languages.
Moreover, as researchers delve deeper into numerical cognition in both signed and spoken languages, they are confronting several open questions that warrant further investigation. Key areas of interest include the degree to which early exposure to numerical language affects later mathematical skill acquisition and whether these effects persist into adulthood. Additionally, researchers are curious about the extent to which cultural variations in numerical language can shift cognitive expectations and processing styles among individuals.
Another fascinating aspect of this research involves the neurological underpinnings of numerical cognition as it relates to language modality. Functional neuroimaging studies suggest that the brain may engage different regions depending on whether individuals are processing spoken or signed numerical information. This points to the possibility that our cognitive architecture is not only shaped by language itself but is also adapted to accommodate the specific demands of the linguistic modality in use.
The implications of understanding the interplay between language and numerical cognition are profound. It opens avenues for educational strategies tailored to diverse linguistic backgrounds. For instance, educators could develop interventions that leverage specific strengths found in signed or spoken language contexts, ultimately enhancing numerical understanding among students. This highlights the importance of inclusive pedagogical approaches that acknowledge and respect the linguistic diversity present in educational settings.
In summary, the relationship between language and numerical cognition is multifaceted and deeply intertwined with our cognitive architecture. Both signed and spoken languages offer unique lenses through which we can explore how numerical understanding is developed and processed. Continued research in this area will not only expand our theoretical knowledge but also provide practical applications that can improve numerical education across diverse populations.
As we advance in our investigatory endeavors, the study of signed languages, in particular, promises to illuminate aspects of numerical cognition that have previously remained underexplored. With a better understanding of these modalities, psychologists and educators alike can work towards a more nuanced understanding of how human cognition operates in relation to the numerical world.
The future of this research is not just an academic exercise; it has real-world implications for fostering mathematical literacy in a global, multilingual context. Engaging with the complexities of how language influences cognition will undoubtedly uncover new insights about the human mind, leading to a deeper understanding of the intricate connections between culture, language, and mathematics.
In this era, where global communication is increasingly important, understanding the multifaceted relationship between language—be it signed or spoken—and cognition becomes a critical objective for researchers, educators, and policymakers. Ultimately, the pursuit of knowledge in this domain reflects a commitment to advancing the collective human endeavor of understanding the world through numbers, fostering inclusive practices that enrich learning environments for everyone.
Subject of Research: Language and numerical cognition
Article Title: Influences of spoken and signed language on numerical cognition
Article References:
Berteletti, I., Andin, J., Langdon, C. et al. Influences of spoken and signed language on numerical cognition.
Nat Rev Psychol (2026). https://doi.org/10.1038/s44159-025-00530-1
Image Credits: AI Generated
DOI: 10.1038/s44159-025-00530-1
Keywords: Language, numerical cognition, signed language, spoken language, cognitive development, mathematical understanding.
