Where does cardinality come from?

How do we acquire the notions of cardinality and cardinal number? In the (neo-)Fregean approach, they are derived from the notion of equinumerosity. According to some alternative approaches, defended and developed by Husserl and Parsons among others, the order of explanation is reversed: equinumerosity is explained in terms of cardinality, which, in turn, is explained in terms of our ordinary practices of counting. In their paper, ‘Cardinality, Counting, and Equinumerosity’, Richard Kimberly Heck proposes that instead of equinumerosity or counting, cardinality is derived from a cognitively earlier notion of just as many. In this paper, we assess Heck’s proposal in terms of contemporary theories of number concept acquisition. Focusing on bootstrapping theories, we argue that there is no evidence that the notion of just as many is cognitively primary. Furthermore, since the acquisition of cardinality is an enculturated process, the cognitive primariness of these notions, possibly including just as many, depends on various external cultural factors. Therefore, being possibly a cultural construction, just as many could be one among several notions used in the acquisition of cardinality and cardinal number concepts. This paper thus challenges those accounts which seek for a fundamental concept underlying all aspects of numerical cognition.