“…Indeed, due to a more efficient numerical names system, Asian children have shown more advanced abilities than Western children in counting (Miller, Smith, Zhu & Zhang, 1995;Miller & Stigler, 1987) and adding mentally (Geary, BowThomas, Fan & Siegler, 1993;Geary et al, 1996). Several studies of Miura and his colleagues (Miura, Kim, Chang & Okamoto, 1988;Miura & Okamoto,1989;Miura, Okamoto, Kim, Chang, Steere & Fayol, 1994;Miura, Okamoto, Kim, Steere & Fayol, 1993) showed that the effect of language also facilitated the cognitive representation of a number, the understanding of the canonical base-10 system (e.g., four ten-blocks and two unit-blocks for the number 42) and the understanding of place-value (e.g., the meaning of the individual digit in a multidigits number) for children from China, Japan and Korea, compared to English, French and Swedish children. The effect of language has also helped Chinese children to surpass their English and American counterparts in embedded-ten cardinal understanding (Ho & Fuson, 1998) and in the acquisition and use of ordinal numbers corresponding to their ordinal names (Miller, Major, Shu & Zhang, 2000).…”