One first? Acquisition of the cardinal and ordinal uses of numbers in preschoolers

Colomé, Àngels; Noël, Marie-Pascale

doi:10.1016/j.jecp.2012.03.005

Cited by 44 publications

(68 citation statements)

References 22 publications

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“…This slower emergence of ordinal words in NSL, relative to cardinal words, is in line with research showing that ordinal words are overall less frequent than cardinal words in spoken languages (Colomé & Noël, 2012, Miller et al, 2000). In some spoken languages, the same number words can be used for both functions, with no lexical or morphological distinction between them.…”

Section: Discussionsupporting

confidence: 88%

“…Additionally, the finding that ordinal numbers are slow to emerge in NSL is intriguing in light of developmental work indicating a later understanding of ordinality relative to cardinality in children (Colomé & Noël, 2012). Relative to the study of cardinals, limited work has been done on the acquisition of ordinal numbers (Fischer & Beckey, 1990; Miller et al, 2000; Meyer, Barbiers, & Weerman, 2015; Colomé & Noël.…”

Section: Discussionmentioning

confidence: 99%

“…Ordinal numbers also emerge relatively later in individual children's language development, though this could reflect several different properties of their use (Colomé & Noël, 2012). First, understanding ordinality may involve a violation of one principle underlying cardinality, where the order in which you count items does not affect the final value of the set (Wiese, 2007).…”

Section: Methodsmentioning

confidence: 99%

“…In other words, when a set of four objects, say horses, are lined up, the cardinal value of that set is four , but each horse has a different ordinal position: first, second, third , and fourth (or last ). Finally, ordinal words, with the possible exception of first and last , are far less frequent than cardinal numbers (e.g., third is less frequent than three ) in children's input (e.g., Colomé & Noël, 2012; Miller et al, 2000). …”

Section: Methodsmentioning

confidence: 99%

“…We adapted a task used by Colomé & Noël (2012) to test children's understanding of cardinal and ordinal numbers. Participants were shown a series of pictures (some with simple animations) and asked to describe what they saw.…”

Section: Methodsmentioning

confidence: 99%

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The emergence of temporal language in Nicaraguan Sign Language

2016

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Understanding what uniquely human properties account for the creation and transmission of language has been a central goal of cognitive science. Recently, the study of emerging sign languages, such as Nicaraguan Sign Language (NSL), has offered the opportunity to better understand how languages are created and the roles of the individual learner and the community of users. Here, we examined the emergence of two types of temporal language in NSL, comparing the linguistic devices for conveying temporal information among three sequential age cohorts of signers. Experiment 1 showed that while all three cohorts of signers could communicate about linearly ordered discrete events, only the second and third generations of signers successfully communicated information about events with more complex temporal structure. Experiment 2 showed that signers could discriminate between the types of temporal events in a nonverbal task. Finally, Experiment 3 investigated the ordinal use of numbers (e.g., first, second) in NSL signers, indicating that one strategy younger signers might have for accurately describing events in time might be to use ordinal numbers to mark each event. While the capacity for representing temporal concepts appears to be present in the human mind from the onset of language creation, the linguistic devices to convey temporality do not appear immediately. Evidently, temporal language emerges over generations of language transmission, as a product of individual minds interacting within a community of users.

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Section: Discussionsupporting

confidence: 88%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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The emergence of temporal language in Nicaraguan Sign Language

2016

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Maternal cognitive guidance and early education and care as precursors of mathematical development at preschool age and in ninth grade

Sorariutta

Silvén

2017

Infant and Child Development

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Finnish students' international success in mathematics has been largely explained by the high‐quality compulsory basic education system, while increasing evidence suggests that early childhood contexts can also promote development long before formal instruction begins. This study examined, in a sample of 66 mother–infant dyads, 2 early contextual precursors of later mathematical development at preschool age and at the end of comprehensive school. The path analyses showed that maternal autonomy support and scaffolding observed during joint play interactions in infancy, and time spent in various care contexts beyond infancy contributed more to variation in numerical skills than spatial skills tested at preschool age. Maternal autonomy supportive behaviours were related to differences in mathematics and other school grades collected in ninth grade, even after controlling for time spent in various care contexts. Moreover, joint play interactions mediated the relation between mothers' education and children's mathematical outcomes. The findings are discussed in relation to why early developmental contexts can provide an advantageous base for children's mathematical achievement in a society with a high‐quality education system. Highlights Does the quality of mother–infant interaction and amount of early childhood education and care beyond infancy predict children's mathematical development? Mothers' cognitive guidance observed during play predicted children's mathematics skills tested at preschool and assessed by teachers at 9th grade. Autonomy support and scaffolding in early developmental contexts can have far‐reaching influences on children's motivation and school achievement.

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Maze runners: monkeys show restricted Arabic numeral summation during computerized two-arm maze performance

Haseltine,

Beran

2024

Anim Cogn

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Mazes have been used in many forms to provide compelling results showcasing nonhuman animals’ capacities for spatial navigation, planning, and numerical competence. The current study presented computerized two-arm mazes to four rhesus macaques. Using these mazes, we assessed whether the monkeys could maximize rewards by overcoming mild delays in gratification and sum the values of Arabic numerals. Across four test phases, monkeys used a joystick controller to choose one of two maze arms on the screen. Each maze arm contained zero, one or two Arabic numerals, and any numerals in the chosen maze arm provided the monkeys with rewards equivalent to the value of those numerals. When deciding which arm to enter, monkeys had to consider distance to numerals and numeral value. In some tests, gaining the maximum reward required summing the value of two numerals within a given arm. All four monkeys successfully maximized reward when comparing single numerals and when comparing arms that each contained two numerals. However, some biases occurred that were suboptimal: the largest single numeral and the delay of reward (by placing numerals farther into an arm from the start location) sometimes interfered with the monkeys’ abilities to optimize. These results indicate that monkeys experience difficulties with inhibition toward single, high valence stimuli in tasks where those stimuli must be considered in relation to overall value when represented by symbolic stimuli such as numerals.

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One first? Acquisition of the cardinal and ordinal uses of numbers in preschoolers

Cited by 44 publications

References 22 publications

The emergence of temporal language in Nicaraguan Sign Language

The emergence of temporal language in Nicaraguan Sign Language

Maternal cognitive guidance and early education and care as precursors of mathematical development at preschool age and in ninth grade

Maze runners: monkeys show restricted Arabic numeral summation during computerized two-arm maze performance

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