Phonotactic probability effect in nonword recall and its relationship with vocabulary in monolingual and bilingual preschoolers

Individual differences in kindergarten math achievement: The integrative roles of approximation skills and working memory

“…This topic has been an ongoing issue of debate in the literature (e.g. Gilmore et al, 2010;Mazzocco et al, 2011;Noël & Rouselle, 2011;Sasanguie et al, 2011). Consistent with earlier assumptions (Gilmore et al, 2007;2010;Mundy & Gilmore, 2009), our final model showed that individual differences in nonsymbolic approximation predicted individual differences in symbolic approximation.…”

“…The literature assumes the existence of an evolutionary ancient system, the so-called Approximate Number System (ANS), with which humans and animals are enriched in order to estimate stimuli in nature (see Brannon, Jordan, & Jones, 2010;Feigenson et al, 2004;Piazza, 2010). Preschool children, before having acquired formal school instruction, have been consistently demonstrated to be able to successfully compare and add approximately large quantities of nonsymbolic stimuli (Barth, et al, 2006;Gilmore, et al, 2010;Libertus,et al, 2011;Mazzocco, Feigenson, & Halberda, 2011;Xenidou-Dervou, et al, in press). They can do so even when these quantities are presented in different modalities and formats (Barth, Beckmann, & Spelke, 2008;McNeil, Wagner Fuhs, Keultjes, & Gibson, 2011).…”

“…Some assume that it comprises the foundation for learning symbolic arithmetic, i.e. as taught in school (Barth et al, 2006;Gilmore et al, 2007;Halberda et al, 2008;Halberda & Feigenson, 2008;Libertus, et al, 2011;Mazzocco, et al, 2011;Mundy & Gilmore, 2009). In line with this view, Gilmore et al (2010) found preschoolers' nonsymbolic approximation skills to be predictive of their counting and mathematical skills.…”

“…Instead, nonsymbolic abilities played an important role for children of older ages Mazzocco et al, 2011). As outlined by Noël and Rouselle, (2011), the age factor is crucial.…”

A Quasi-Universal Nonword Repetition Task as a Diagnostic Tool for Bilingual Children Learning Dutch as a Second Language

“…Item properties might also contribute to this. Correct repetition of items with low phonotactic probability or wordlikeness is influenced to a lesser extent by amount of exposure and sub-lexical knowledge than correct repetition of items with high phonotactic probability or wordlikeness (Engel de Abreu, Baldassi, Puglisi, & Befi-Lopez, 2013;Messer, Leseman, Boom, & Mayo, 2010;Gathercole, 1995). This implies that one approach to diminishing the bilingual disadvantage on nonword repetition is by using items with low phonotactic probability or wordlikeness in the L2 of the child, at the same time allowing for a larger effect of LI (Munson, Kurtz, & Windsor, 2005).…”