Although, it isn’t just space and technology that alters our sense of time or numbers—culture does, too.
According to MIT, cultures that don’t often interact with numbers still learn a similar pattern of 1, 2, 3, …, but much later, and with some interesting modifications.
“It easily could have been the case that stages that you see in U.S. kids are just some artifact of education or ‘Sesame Street’ or how parents talk to their kids here,” Steven Piantadosi, lead author of the research.
Whereas the standard in the United States is to learn counting by age 2, Tsimane children learn these systems not until they’re almost 11.
“Our explanation of what’s going on with the Tsimane’ kids is that it just takes them longer to get data.” – Piantadosi
So we all learn how to count in relatively the same way. But we all learn at different rates. What does that mean for our sense of time, then? How do the Bolivian children think of time before they lock-in to a familiar 1, 2, 3, 4 count?
Without any need to count minutes, hours, days, months, and years, will we live with more immediacy or casualness?
PC: Wikimedia Commons and Flickr CC