Department of Psychology, University of California, San Diego, La Jolla, CA 92093, USA.
Department of Brain and Cognitive Sciences, University of Rochester, Rochester, NY 14627, USA; Department of Psychology, University of California, Berkeley, Berkeley, CA 94720, USA.
J Exp Child Psychol. 2020 Sep;197:104860. doi: 10.1016/j.jecp.2020.104860. Epub 2020 May 20.
We tested 5- to 7-year-old bilingual learners of French and English (N = 91) to investigate how language-specific knowledge of verbal numerals affects numerical estimation. Participants made verbal estimates for rapidly presented random dot arrays in each of their two languages. Estimation accuracy differed across children's two languages, an effect that remained when controlling for children's familiarity with number words across their two languages. In addition, children's estimates were equivalently well ordered in their two languages, suggesting that differences in accuracy were due to how children represented the relative distance between number words in each language. Overall, these results suggest that bilingual children have different mappings between their verbal and nonverbal counting systems across their two languages and that those differences in mappings are likely driven by an asymmetry in their knowledge of the structure of the count list across their languages. Implications for bilingual math education are discussed.
我们测试了 5 至 7 岁的双语学习者（法语和英语）（N=91），以研究语言特定的口头数字知识如何影响数值估计。参与者在两种语言中快速呈现随机点数组时进行口头估计。在控制儿童对两种语言中数字单词的熟悉程度后，估计的准确性在儿童的两种语言中有所不同。此外，儿童的估计在两种语言中同样有序，这表明准确性的差异是由于儿童如何在每种语言中表示数字单词之间的相对距离。总的来说，这些结果表明，双语儿童在两种语言之间的语言和非语言计数系统之间存在不同的映射，并且这些映射中的差异可能是由他们在两种语言中的计数列表结构知识的不对称性驱动的。讨论了双语数学教育的意义。
