 On the cognitive side, questions of understanding and learning related to quantification and monotonicity have been studied both in psychology and neuroscience. Geurts and Slik (2005) asked subjects whether certain inferences involving monotonicity were valid or not; the results largely corroborated Barwise and Cooper’s earlier hypotheses. The meaning of individual determiners has also been studied empirically; Pietroski et al. (2009) investigated most, where the method was to show subjects a picture with yellow and blue dots for a very short time (to eliminate counting) and ask, say, if it is true or false that most of the dots are yellow. Variations of this kind of experiment are common in the literature; a recent instance is Odic et al. (2018), which studies the mass/count distinction in cognition and semantics. Both studies involve the human number sense and its relation to understanding quantificational language. One might entertain a “Whorfian” hypothesis that the latter is a prerequisite for the former. This was tested with neurobiological methods (brain-scan methods combined with psychological tests with patients suffering from various brain disorders) in Clark and Grossman (2007). They did not find any empirical support for that hypothesis; see also Clark (2011a) for a description of the experiment and more on research on quantification and number sense.