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Area of Science:

  • Developmental Psychology
  • Cognitive Science
  • Early Childhood Education

Background:

  • The stable order principle is fundamental to correct counting, requiring number words to be recited in a fixed sequence.
  • Understanding of abstract numerical principles in pre-verbal infants is an active area of research.
  • The influence of linguistic experience on the development of numerical cognition is not fully understood.

Purpose of the Study:

  • To investigate whether pre-counting infants recognize and prefer correct, stable-ordered counting.
  • To examine the impact of language exposure (monolingual vs. multilingual) on infants' understanding of counting principles.
  • To determine the age at which infants implicitly grasp the stable order principle of counting.

Main Methods:

  • A novel preference paradigm was employed, allowing infants to activate videos of counting events by pressing buttons.
  • Infants were presented with videos demonstrating either correct (canonical order) or incorrect (random order) number word sequences.
  • Experiments involved 15- and 18-month-old infants, including monolingual English speakers and multilingual infants, with varying language exposures.

Main Results:

  • Eighteen-month-olds, but not 15-month-olds, demonstrated a significant preference for correct, stable-ordered counting.
  • This preference was observed even when counting occurred in an unfamiliar language for multilingual infants.
  • Monolingual infants' preference disappeared when counting was in a foreign language, and multilingual infants showed no preference for ordered alphabet sequences.

Conclusions:

  • Implicit recognition of the stable order principle of counting is acquired by 18 months of age.
  • Multilingual experience may accelerate infants' acquisition of abstract counting principles.
  • Findings suggest that infants can abstract the principle of order independently of specific linguistic content.