Language-specific numerical estimation in bilingual children.
Bilingualism
Cognitive development
Language
Number estimation
Numerical cognition
Numerical representations
Journal
Journal of experimental child psychology
ISSN: 1096-0457
Titre abrégé: J Exp Child Psychol
Pays: United States
ID NLM: 2985128R
Informations de publication
Date de publication:
09 2020
09 2020
Historique:
received:
01
06
2019
revised:
05
03
2020
accepted:
24
03
2020
pubmed:
24
5
2020
medline:
2
7
2021
entrez:
24
5
2020
Statut:
ppublish
Résumé
We tested 5- to 7-year-old bilingual learners of French and English (N = 91) to investigate how language-specific knowledge of verbal numerals affects numerical estimation. Participants made verbal estimates for rapidly presented random dot arrays in each of their two languages. Estimation accuracy differed across children's two languages, an effect that remained when controlling for children's familiarity with number words across their two languages. In addition, children's estimates were equivalently well ordered in their two languages, suggesting that differences in accuracy were due to how children represented the relative distance between number words in each language. Overall, these results suggest that bilingual children have different mappings between their verbal and nonverbal counting systems across their two languages and that those differences in mappings are likely driven by an asymmetry in their knowledge of the structure of the count list across their languages. Implications for bilingual math education are discussed.
Identifiants
pubmed: 32445950
pii: S0022-0965(19)30278-4
doi: 10.1016/j.jecp.2020.104860
pii:
doi:
Types de publication
Journal Article
Research Support, Non-U.S. Gov't
Research Support, U.S. Gov't, Non-P.H.S.
Langues
eng
Sous-ensembles de citation
IM
Pagination
104860Informations de copyright
Copyright © 2020 Elsevier Inc. All rights reserved.