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Why is number word learning hard? Evidence from bilingual learners.

descriptionPublicationkeyboard_double_arrow_right Article , Preprint 01 Dec 2015 United States Publisher:Center for Open ScienceJournal:Cognitive Psychology, volume 83, pages 1-21 (issn: 0010-0285, Copyright policy )
Authors: Katherine Kimura; Katherine Kimura; David Barner; Pierina Cheung; Pierina Cheung; Katie Wagner;

doi: 10.31234/osf.io/k5nbc , 10.1016/j.cogpsych.2015.08.006 , 10.17605/osf.io/k5nbc

pmid: 26413888

Why is number word learning hard? Evidence from bilingual learners.

Abstract

Young children typically take between 18 months and 2 years to learn themeanings of number words. In the present study, we investigated thisdevelopmental trajectory in bilingual preschoolers to examine the relativecontributions of two factors in number word learning: (1) the constructionof numerical concepts, and (2) the mapping of language specific words ontothese concepts. We found that children learn the meanings of small numberwords (i.e., one, two, and three) independently in each language,indicating that observed delays in learning these words are attributable todifficulties in mapping words to concepts. In contrast, children generallylearned to accurately count larger sets (i.e., five or greater)simultaneously in their two languages, suggesting that the difficulty inlearning to count is not tied to a specific language. We also replicatedprevious studies that found that children learn the counting procedurebefore they learn its logic – i.e., that for any natural number, n, thesuccessor of n in the count list denotes the cardinality n+1. Consistentwith past studies, we find that knowledge of this successor principleexhibits partial transfer between languages, suggesting that the logic ofthe positive integers may not be stored in a language-specific format. Weconclude that delays in learning the meanings of small number word aremainly due to language-specific processes of mapping words to concepts,whereas the logic and procedures of counting appear to be learned in aformat that is independent of a particular language and thus transfersrapidly from one language to the other in development.

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citations
This is an alternative to the "Influence" indicator, which also reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).
BIP!Citations provided by BIP!
popularity
This indicator reflects the "current" impact/attention (the "hype") of an article in the research community at large, based on the underlying citation network.
BIP!Popularity provided by BIP!
influence
This indicator reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).
BIP!Influence provided by BIP!
impulse
This indicator reflects the initial momentum of an article directly after its publication, based on the underlying citation network.
BIP!Impulse provided by BIP!
44
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Top 10%
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