Response patterns of young children from two contrasting SES contexts to different numerical tasks with numbers 1–5

Scheuer, Nora; Martí, Eduardo; Cavalcante, Sílvia; Brizuela, Bárbara M.

doi:10.1080/00221325.2018.1562417

Cited by 2 publications

(2 citation statements)

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“…It is noteworthy that the few studies that reported large SS-knowers were mainly conducted in European countries (Belgian children in Mussolin et al, 2012; Hungarian pre schoolers in Krajcsi et al, 2018; but see Wagner & Johnson, 2011 for large SS-knowers in USA). Performance in the GaN task was found to be influenced by the cultures (Piantadosi et al, 2014;Sarnecka et al, 2007) and the socioeconomic status (Sarnecka et al, 2018;Scheuer et al, 2019). Future researches should provide more in-depth examination of the cultural factors hidden behind the socioeconomic status or the geographical localisation.…”

Section: Discussionmentioning

confidence: 97%

“…In these studies, the knower-lever theory has been widely used to assess and classify children on the basis of their cardinal knowledge development before examining other numerical skills (see also Carey et al, 2017;Cheung et al, 2016;Le Corre, 2014;Wagner & Johnson, 2011). Performance in the GaN was found to be subject to a large variability depending on different factors: the grammatical mark of the singular/dual/plural distinction in language (Almoammer et al, 2013;Sarnecka et al, 2007), the socioeconomic status (Sarnecka, Negen, & Goldman, 2018;Scheuer et al, 2019) or the cultures (children from US, Japan and Russia, Sarnecka et al, 2007; or from the Tsimane, an indigenous farming-foraging group in Bolivia, Piantadosi et al, 2014).…”

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confidence: 99%

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Acquiring the cardinal knowledge of number words: A conceptual replication

Rousselle

Vossius

2021

J. Numer. Cogn.

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Understanding the way in which counting represent numerosities was shown to be a long-lasting process. As shown in the Give-a-number task, acquiring the meanings of verbal number words goes through successive developmental stages in which children first learn the cardinal meanings of small number words one at a time before generalizing the cardinal principle they have induced from the first three number words to all number words within their counting range. This acquisition would take about a year, and would be completed by the age of 3 ½ years. The aim of the present study was to provide a conceptual replication of the developmental sequence described in Wynn’s study nearly 30 years ago using the Give-a-number task. A first cross-sectional study was conducted on 213 Belgian children aged between 39 and 74 months using the Give-a-number task to examine the developmental pattern and the influence of age on this acquisition. The time span of acquisition was examined in a second study in which 34 children were tested five times every months between the age of 36 to 52 months. Results showed that acquiring the cardinal meanings of number words spread out over a protracted period, far more extended than assumed by Wynn. Furthermore, children do not generalize all-at-once to large number words, the cardinal knowledge they learned on small number words. Rather, number words were found to be learned one at a time in a really progressive manner. Results were discussed with regard to their implications for the existing theories and in relation with other tasks assessing the acquisition of verbal number symbols.

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