This study reports the results of a Give-X task investigating the comprehension of ordinal and cardinal numbers in monolingual Russian-speaking children. Data collected from 36 children between the ages of 4;06 and 5;10 provided evidence that Russian learners follow the well-attested pattern for cardinal acquisition, but that children use a language-specific approach to ordinal acquisition. Lower ordinals elicited more correct responses than higher ordinals, and several cardinal subset-knowers comprehended the irregular lower ordinals vtoroj ‘second’ and tretij ‘third’. This suggests that Russian-speaking children initially learn ordinals lexically, unlike English- and Dutch-speaking children, who have previously been shown to use a rule-based approach. The authors argue that this is explained by the irregularity of the Russian ordinal system, which makes the threshold for rule-learning too high for an initial rule-based approach. Future research should clarify whether lexical learning of ordinals leads to the same underlying knowledge of ordinals as rule-based learning does.

这项研究报告了Give-X任务的结果，该任务调查了会说俄语的单语儿童的序数和基数的理解。从36位4; 06到5; 10之间的儿童收集的数据提供了证据，证明俄罗斯学习者遵循公认的模式进行主语习得，但是这些孩子使用特定于语言的方法进行序数习得。较低的序数比较高的序数引起更正确的响应，一些主要的子集知识者理解了不规则的较低序的序数vtoroj'second '和tretij'第三'。这表明说俄语的孩子最初会用词汇学普通话，这与以前说英语和荷兰语的孩子使用基于规则的方法不同。作者认为，这是由俄罗斯序数制度的不规范所解释的，这使得规则学习的门槛对于基于规则的初始方法而言过高。未来的研究应该阐明普通词汇的学习是否能带来与基于规则的学习相同的基本知识。