This paper investigates the possible relationship between language acquisition and the configuration of a sophisticated numerical cognition. We provide an introduction to one of the main theoretical perspectives with regard to human cognition development: the hypothesis of nuclear systems (SPELKE, 1992/2010), as well as a complete and updated overview of the studies on numerical cognition, including results of a recent survey conducted in Brazil. It is assumed that language is responsible for the combination of representations provided by two basic systems for numerosity processing. One of these systems represents approximate quantities, while the other deals with the representation of small numbers processed through the identification of individuals in parallel. It is argued that - with regard to the concept of number, but also in a more general way - natural language has a special relevance in the integration of information, allowing the combination of lexical items associated with different kinds of non-verbal representations, therefore assisting in the expansion of the scope of concepts by children.
Language; Higher cognitive functions; Core knowledge systems; Numerical cognition