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Do children use language structure to discover the recursive rules of counting?
Cognitive Psychology ( IF 3.0 ) Pub Date : 2020-03-01 , DOI: 10.1016/j.cogpsych.2019.101263
Rose M Schneider 1 , Jessica Sullivan 2 , Franc Marušič 3 , Rok Žaucer 3 , Priyanka Biswas 4 , Petra Mišmaš 3 , Vesna Plesničar 3 , David Barner 5
Affiliation  

We test the hypothesis that children acquire knowledge of the successor function - a foundational principle stating that every natural number n has a successor n + 1 - by learning the productive linguistic rules that govern verbal counting. Previous studies report that speakers of languages with less complex count list morphology have greater counting and mathematical knowledge at earlier ages in comparison to speakers of more complex languages (e.g., Miller & Stigler, 1987). Here, we tested whether differences in count list transparency affected children's acquisition of the successor function in three languages with relatively transparent count lists (Cantonese, Slovenian, and English) and two languages with relatively opaque count lists (Hindi and Gujarati). We measured 3.5- to 6.5-year-old children's mastery of their count list's recursive structure with two tasks assessing productive counting, which we then related to a measure of successor function knowledge. While the more opaque languages were associated with lower counting proficiency and successor function task performance in comparison to the more transparent languages, a unique within-language analytic approach revealed a robust relationship between measures of productive counting and successor knowledge in almost every language. We conclude that learning productive rules of counting is a critical step in acquiring knowledge of recursive successor function across languages, and that the timeline for this learning varies as a function of counti list transparency.

中文翻译:

孩子们是否使用语言结构来发现计数的递归规则?

我们通过学习控制口头计数的生产性语言规则来检验儿童获得后继函数知识的假设 - 一个基本原则说明每个自然数 n 都有一个后继 n + 1。以前的研究报告说,与使用更复杂语言的人相比,使用不太复杂的计数列表形态的语言的人在早期拥有更多的计数和数学知识(例如,Miller 和 Stigler,1987)。在这里,我们测试了计数列表透明度的差异是否会影响儿童对计数列表相对透明的三种语言(粤语、斯洛文尼亚语和英语)和计数列表相对不透明的两种语言(印地语和古吉拉特语)的后继功能的习得。我们测量了 3.5 至 6.5 岁儿童对其计数清单的掌握情况” s 递归结构,有两个任务评估生产性计数,然后我们将其与后继函数知识的度量相关联。虽然与更透明的语言相比,更不透明的语言与较低的计数能力和后继功能任务性能相关,但一种独特的语言内分析方法揭示了几乎所有语言中生产性计数和后继知识之间的稳健关系。我们得出的结论是,学习有效的计数规则是获取跨语言递归后继函数知识的关键步骤,并且这种学习的时间表随着计数列表透明度的函数而变化。虽然与更透明的语言相比,更不透明的语言与较低的计数能力和后继功能任务性能相关,但一种独特的语言内分析方法揭示了几乎所有语言中生产性计数和后继知识之间的稳健关系。我们得出的结论是,学习有效的计数规则是获取跨语言递归后继函数知识的关键步骤,并且这种学习的时间表随着计数列表透明度的函数而变化。虽然与更透明的语言相比,更不透明的语言与较低的计数能力和后继功能任务性能相关,但一种独特的语言内分析方法揭示了几乎所有语言中生产性计数和后继知识之间的稳健关系。我们得出的结论是,学习有效的计数规则是获取跨语言递归后继函数知识的关键步骤,并且这种学习的时间表随着计数列表透明度的函数而变化。一种独特的语言内分析方法揭示了几乎每种语言的生产性计数和后继知识之间的牢固关系。我们得出的结论是,学习有效的计数规则是获取跨语言递归后继函数知识的关键步骤,并且这种学习的时间表随着计数列表透明度的函数而变化。一种独特的语言内分析方法揭示了几乎每种语言的生产性计数和后继知识之间的牢固关系。我们得出的结论是,学习有效的计数规则是获取跨语言递归后继函数知识的关键步骤,并且这种学习的时间表随着计数列表透明度的函数而变化。
更新日期:2020-03-01
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