Language influences on numerical development - Inversion effects on multi-digit number processing.
Author(s) / Creator(s)
Klein, E.
Bahnmueller, J.
Mann, A.
Pixner, S.
Kaufmann, L.
Nuerk, H.-C. Moeller, K.
Other kind(s) of contributor
Leibniz-Institut für Wissensmedien
Abstract / Description
In early numerical development, children have to become familiar with the Arabic number system and its place-value structure. The present review summarizes and discusses evidence for language influences on the acquisition of the highly transparent structuring principles of digital-Arabic digits by means of its moderation through the transparency of the respective language’s number word system. In particular, the so-called inversion property (i.e., 24 named as ‘four and twenty’ instead of ‘twenty four’) was found to influence number processing in children not only in verbal but also in non-verbal numerical tasks. Additionally, there is first evidence suggesting that inversion-related difficulties may influence numerical processing longitudinally. Generally, language-specific influences in children’s numerical development are most pronounced for multi-digit numbers. Yet, there is currently only one study on three-digit number processing for German-speaking children. A direct comparison of additional new data from Italian-speaking children further corroborates the Whorfian claim that language impacts on all types of cognitive (number) processing as inversion-related interference was found most pronounced for German-speaking children. In sum, we conclude that numerical development may not be language-specific but seems to be moderated by language.
Persistent Identifier
Date of first publication
2013
Journal title
Frontiers in Developmental Psychology
Volume
4:480
Publication status
publishedVersion
Review status
peerReviewed
Is version of
10.3389/fpsyg.2013.00480
Citation
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1_fpsyg-04-00480.pdfAdobe PDF - 1.01MBMD5: 435e250910b346ce64d469ad2296a2af
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There are no other versions of this object.
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Author(s) / Creator(s)Klein, E.
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Author(s) / Creator(s)Bahnmueller, J.
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Author(s) / Creator(s)Mann, A.
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Author(s) / Creator(s)Pixner, S.
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Author(s) / Creator(s)Kaufmann, L.
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Author(s) / Creator(s)Nuerk, H.-C. Moeller, K.
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Other kind(s) of contributorLeibniz-Institut für Wissensmedien
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PsychArchives acquisition timestamp2017-08-28T11:11:12Z
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Made available on2017-08-28T11:11:12Z
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Date of first publication2013
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Abstract / DescriptionIn early numerical development, children have to become familiar with the Arabic number system and its place-value structure. The present review summarizes and discusses evidence for language influences on the acquisition of the highly transparent structuring principles of digital-Arabic digits by means of its moderation through the transparency of the respective language’s number word system. In particular, the so-called inversion property (i.e., 24 named as ‘four and twenty’ instead of ‘twenty four’) was found to influence number processing in children not only in verbal but also in non-verbal numerical tasks. Additionally, there is first evidence suggesting that inversion-related difficulties may influence numerical processing longitudinally. Generally, language-specific influences in children’s numerical development are most pronounced for multi-digit numbers. Yet, there is currently only one study on three-digit number processing for German-speaking children. A direct comparison of additional new data from Italian-speaking children further corroborates the Whorfian claim that language impacts on all types of cognitive (number) processing as inversion-related interference was found most pronounced for German-speaking children. In sum, we conclude that numerical development may not be language-specific but seems to be moderated by language.
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Publication statuspublishedVersion
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Review statuspeerReviewed
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/497
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.705
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Is version of10.3389/fpsyg.2013.00480
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TitleLanguage influences on numerical development - Inversion effects on multi-digit number processing.
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DRO typearticle
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Leibniz institute name(s) / abbreviation(s)IWM
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Leibniz subject classificationPsychologie
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Journal titleFrontiers in Developmental Psychology
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Volume4:480
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Visible tag(s)Version of Record