On the language specificity of basic number processing: Transcoding in a language with inversion and its relation to working memory capacity

Zuber, Julia; Pixner, Silvia; Moeller, Korbinian; Nuerk, Hans Christoph

doi:10.1016/j.jecp.2008.04.003

Cited by 132 publications

(212 citation statements)

References 36 publications

(59 reference statements)

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“…Learning these rules is a protracted process; transcoding errors in grades 1 and 2 are common (Camos, 2008;Power & Dal Martello, 1990;Seron & Fayol, 1994;Zuber, Pixner, Moeller, & nuerk, 2009). Mistakes are frequent, especially violations against the syntactic rules, e.g.…”

Section: Learning Transcodingmentioning

confidence: 99%

“…Mistakes are frequent, especially violations against the syntactic rules, e.g. writing 1003 for 103, or 6100 for 600, in numbers with three or more digits (Camos, 2008;Imbo et al, 2014;Power & Dal Martello, 1990;Zuber et al, 2009).…”

Section: Learning Transcodingmentioning

confidence: 99%

“…Adults speaking a language with inversion hardly make mistakes in two-and three-digit number transcoding (Zuber et al, 2009). However, for children inversion is difficult.…”

Section: Learning Transcodingmentioning

confidence: 99%

See 2 more Smart Citations

Four and twenty blackbirds: how transcoding ability mediates the relationship between visuospatial working memory and math in a language with inversion

Ven

Klaiber

Maas

2016

Educational Psychology

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Section: Learning Transcodingmentioning

confidence: 99%

Section: Learning Transcodingmentioning

confidence: 99%

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Four and twenty blackbirds: how transcoding ability mediates the relationship between visuospatial working memory and math in a language with inversion

Ven

Klaiber

Maas

2016

Educational Psychology

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“…Specific errors may emerge from the specific property of a number-name system (Zuber, Pixner, Moeller & Nuerk, 2009). Due to the structure of verbal numbers in French, the French-speaking Belgian children in our study committed a typical error which was not found in the Vietnamese sample.…”

Section: Impact Of Structural Characteristics Of Numerical Languages mentioning

confidence: 99%

When 5004 is Said "Five Thousand Zero Hundred Remainder Four": The Influence of Language on Natural Number Transcoding: Cross-National Comparison

Nguyen¹,

Grégoire²

2014

Research in Mathematical Education

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The Vietnamese language has a specific property related to the zero in the name-number system. This study was conducted to examine the impact of linguistic differences and of the zero's position in a number on a transcoding task (verbal number into Arabic number). Vietnamese children and French-speaking Belgian children, from grades 3 to 6, participated in the study. The success rate and the type of errors they made varied, depending on their grade and language. At Grade 4, Vietnamese children showed performances equivalent to Grade 6 Belgian children. Our results confirmed the support provided by language to the understanding and performances in a transcoding task. Results also showed that a syntactic zero is easier to manipulate than a lexical zero for Vietnamese children. The relative influence of language and the source of errors are discussed.

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“…Prior research emphasizes the role of language (e.g. Alloway & Passolunghi, 2011;Kleemans, Segers, & Verhoeven, 2011;Krajewski & Schneider, 2009;LeFevre et al, 2010;Noël, 2009;Passolunghi, Vercelloni, & Schadee, 2007;Purpura & Ganley, 2014;Purpura & Reid, 2016;Zuber, Pixner, Moeller, & Nuerk, 2009), general intelligence (Deary, Strand, Smith, & Fernandes, 2007, verbal and visuo-spatial working memory (Holmes, Adams, & Hamilton, 2008;Hornung et al, 2014;Nath & Szücs, 2014;Szücs, Devine, Soltesz, Nobes, & Gabriel, 2013), and executive functions (Bull, Johnston, & Roy, 1999;Cameron et al, 2012;Clements & Sarama, 2015;Cragg & Gilmore, 2014;Szücs, Devine, Soltesz, Nobes, & Gabriel, 2014; Van de WeijerBergsma, Kroesbergen, & Van Luit, 2015) for mathematical development.Besides the afore-mentioned factors, the literature suggests that spatial skills is another construct that should be considered when investigating numerical development. …”

mentioning

confidence: 99%

How do different aspects of spatial skills relate to early arithmetic and number line estimation?

et al. 2017

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The present study investigated the predictive role of spatial skills for arithmetic and number line estimation in kindergarten children (N = 125). Spatial skills are known to be related to mathematical development, but due to the construct's non-unitary nature, different aspects of spatial skills need to be differentiated. In the present study, a spatial orientation task, a spatial visualization task and visuo-motor integration task were administered to assess three different aspects of spatial skills. Furthermore, we assessed counting abilities, knowledge of Arabic numerals, quantitative knowledge, as well as verbal working memory and verbal intelligence in kindergarten. Four months later, the same children performed an arithmetic and a number line estimation task to evaluate how the abilities measured at Time 1 predicted early mathematics outcomes. Hierarchical regression analysis revealed that children's performance in arithmetic was predicted by their performance on the spatial orientation and visuo-motor integration task, as well as their knowledge of the Arabic numerals. Performance in number line estimation was significantly predicted by the children's spatial orientation performance. Our findings emphasize the role of spatial skills, notably spatial orientation, in mathematical development. The relation between spatial orientation and arithmetic was partially mediated by the number line estimation task. Our results further show that some aspects of spatial skills might be more predictive of mathematical development than others, underlining the importance to differentiate within the construct of spatial skills when it comes to understanding numerical development.Keywords: spatial skills, early mathematics development, kindergarten, arithmetic, number line estimation Journal of Numerical Cognition, 2017, Vol. 3(2), 309-343, doi:10.5964/jnc.v3i2.36 Received: 2016-04-25. Accepted: 2017-02-14. Published (VoR): 2017 Handling Editors: Silke Goebel, University of York, York, United Kingdom; André Knops, Humboldt-Universität Berlin, Berlin, Germany; Hans-Christoph Nuerk, Universität Tübingen, Tübingen, Germany *Corresponding author at: University of Luxembourg -Campus Belval, Maison des Sciences Humaines, 11, Porte des Sciences, L-4366 Esch-Belval. Email: veronique.cornu@uni.lu This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International License, CC BY 4.0 (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.The acquisition of early numerical abilities in kindergarten is important for later mathematical learning, school achievement and more general life outcomes such as adult socioeconomic status (Ritchie & Bates, 2013).School entry mathematical skills are strongly predictive of later academic achievement, resulting in a need to gain a more profound understanding of the processes and cognitive abilities underlying early mathematical d...

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On the language specificity of basic number processing: Transcoding in a language with inversion and its relation to working memory capacity

Cited by 132 publications

References 36 publications

Four and twenty blackbirds: how transcoding ability mediates the relationship between visuospatial working memory and math in a language with inversion

Four and twenty blackbirds: how transcoding ability mediates the relationship between visuospatial working memory and math in a language with inversion

When 5004 is Said "Five Thousand Zero Hundred Remainder Four": The Influence of Language on Natural Number Transcoding: Cross-National Comparison

How do different aspects of spatial skills relate to early arithmetic and number line estimation?

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