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Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
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Language-specific numerical estimation in bilingual children.

Elisabeth Marchand1, Shirlene Wade2, Jessica Sullivan3

  • 1Department of Psychology, University of California, San Diego, La Jolla, CA 92093, USA.

Journal of Experimental Child Psychology
|May 24, 2020
PubMed
Summary
This summary is machine-generated.

Bilingual children

Keywords:
BilingualismCognitive developmentLanguageNumber estimationNumerical cognitionNumerical representations

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Area of Science:

  • Cognitive Science
  • Developmental Psychology
  • Linguistics

Background:

  • Bilingualism impacts cognitive development.
  • Verbal numerals play a role in numerical cognition.
  • Cross-linguistic influences on numerical abilities are not fully understood.

Purpose of the Study:

  • To investigate how language-specific knowledge of verbal numerals affects numerical estimation in bilingual children.
  • To explore the relationship between verbal numeral systems and nonverbal counting in bilingual learners.
  • To determine if differences in numerical estimation accuracy are linked to the structure of the count list in each language.

Main Methods:

  • Tested 91 bilingual learners of French and English aged 5–7 years.
  • Participants provided verbal estimates for rapidly presented random dot arrays in both languages.
  • Statistical analyses controlled for number word familiarity to isolate effects of verbal numeral knowledge.

Main Results:

  • Numerical estimation accuracy varied significantly between the children's two languages.
  • This accuracy difference persisted even after accounting for familiarity with number words.
  • Children's estimates were consistently ordered in both languages, indicating representation differences were in number word spacing.

Conclusions:

  • Bilingual children exhibit distinct mappings between verbal and nonverbal counting systems across languages.
  • Asymmetries in the knowledge of count list structures likely drive these cross-linguistic differences.
  • Findings have implications for bilingual mathematics education, suggesting targeted approaches based on linguistic structures.