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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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Verbal count sequence knowledge underpins numeral order processing in children.

Camilla Gilmore1, Sophie Batchelor2

  • 1Centre for Mathematical Cognition, Loughborough University, UK.

Acta Psychologica
|April 10, 2021
PubMed
Summary
This summary is machine-generated.

Verbal count sequence knowledge, not numeral order processing, explains the link between number tasks and arithmetic skills in children. Many children rely on counting sequences to judge numerical order.

Keywords:
ArithmeticCountingMathematicsOrder processingOrdinalitySymbol grounding problem

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Numeral order processing is linked to arithmetic and math outcomes.
  • Ordinal relations are proposed as fundamental to symbolic numeral representations.
  • Verbal count sequence knowledge may offer an alternative explanation for this link.

Purpose of the Study:

  • To investigate whether verbal count sequence knowledge or numeral order processing better explains the relationship with arithmetic.
  • To explore the role of verbal number knowledge in children's understanding of numerical order.

Main Methods:

  • Studied 62 children aged 6- to 8-years-old.
  • Assessed performance on numeral order processing tasks.
  • Assessed performance on verbal count sequence knowledge tasks.
  • Examined the relationship between these tasks and arithmetic outcomes.

Main Results:

  • Performance on verbal count sequence knowledge tasks explained the relationship between numeral order processing and arithmetic.
  • Many children explicitly used count sequence information for numerical order judgments.
  • This highlights the importance of verbal number knowledge.

Conclusions:

  • Verbal count sequence knowledge is a key factor in understanding the link between numeral order processing and arithmetic.
  • Children's reliance on counting sequences suggests a need to re-evaluate the role of verbal number knowledge in numerical cognition.
  • Future research should consider verbal number knowledge more thoroughly.