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Linguistic Influences on Children's Number Concepts: Methodological and Theoretical Considerations

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Linguistic Influences on Children's Number Concepts: Methodological and Theoretical Considerations. / Towse, John N.; Saxton, Matthew.
In: Journal of Experimental Child Psychology, Vol. 66, No. 3, 09.1997, p. 362-375.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Towse, JN & Saxton, M 1997, 'Linguistic Influences on Children's Number Concepts: Methodological and Theoretical Considerations', Journal of Experimental Child Psychology, vol. 66, no. 3, pp. 362-375. https://doi.org/10.1006/jecp.1997.2389

APA

Towse, J. N., & Saxton, M. (1997). Linguistic Influences on Children's Number Concepts: Methodological and Theoretical Considerations. Journal of Experimental Child Psychology, 66(3), 362-375. https://doi.org/10.1006/jecp.1997.2389

Vancouver

Towse JN, Saxton M. Linguistic Influences on Children's Number Concepts: Methodological and Theoretical Considerations. Journal of Experimental Child Psychology. 1997 Sept;66(3):362-375. doi: 10.1006/jecp.1997.2389

Author

Towse, John N. ; Saxton, Matthew. / Linguistic Influences on Children's Number Concepts : Methodological and Theoretical Considerations. In: Journal of Experimental Child Psychology. 1997 ; Vol. 66, No. 3. pp. 362-375.

Bibtex

@article{99515392c82543f8ae90f08c9060d32f,
title = "Linguistic Influences on Children's Number Concepts: Methodological and Theoretical Considerations",
abstract = "From observations of how children match numerals to number tokens, previous research has suggested that cognitive representations of numbers vary with the linguistic demarcation of numerals. It is argued here that this paradigm does not always support the idea that language affects number concepts and that children's performance is shaped by other constraints. In Experiment 1, increasing the salience of multiple unit tokens significantly altered the distribution of response strategies in 61/2- to 71/2-year-old children. In Experiments 2 and 3, the importance of instructions in biasing responses is demonstrated, as 51/2- to 71/2-year-old children's use of multiunit tokens increased when given an example of their potential use. It appears that the task reflects in part children's interpretations and misinterpretations of task demands. Implications for the role of language in acquiring base-10 number concepts are discussed.",
author = "Towse, {John N.} and Matthew Saxton",
year = "1997",
month = sep,
doi = "10.1006/jecp.1997.2389",
language = "English",
volume = "66",
pages = "362--375",
journal = "Journal of Experimental Child Psychology",
issn = "0022-0965",
publisher = "ELSEVIER ACADEMIC PRESS INC",
number = "3",

}

RIS

TY - JOUR

T1 - Linguistic Influences on Children's Number Concepts

T2 - Methodological and Theoretical Considerations

AU - Towse, John N.

AU - Saxton, Matthew

PY - 1997/9

Y1 - 1997/9

N2 - From observations of how children match numerals to number tokens, previous research has suggested that cognitive representations of numbers vary with the linguistic demarcation of numerals. It is argued here that this paradigm does not always support the idea that language affects number concepts and that children's performance is shaped by other constraints. In Experiment 1, increasing the salience of multiple unit tokens significantly altered the distribution of response strategies in 61/2- to 71/2-year-old children. In Experiments 2 and 3, the importance of instructions in biasing responses is demonstrated, as 51/2- to 71/2-year-old children's use of multiunit tokens increased when given an example of their potential use. It appears that the task reflects in part children's interpretations and misinterpretations of task demands. Implications for the role of language in acquiring base-10 number concepts are discussed.

AB - From observations of how children match numerals to number tokens, previous research has suggested that cognitive representations of numbers vary with the linguistic demarcation of numerals. It is argued here that this paradigm does not always support the idea that language affects number concepts and that children's performance is shaped by other constraints. In Experiment 1, increasing the salience of multiple unit tokens significantly altered the distribution of response strategies in 61/2- to 71/2-year-old children. In Experiments 2 and 3, the importance of instructions in biasing responses is demonstrated, as 51/2- to 71/2-year-old children's use of multiunit tokens increased when given an example of their potential use. It appears that the task reflects in part children's interpretations and misinterpretations of task demands. Implications for the role of language in acquiring base-10 number concepts are discussed.

U2 - 10.1006/jecp.1997.2389

DO - 10.1006/jecp.1997.2389

M3 - Journal article

C2 - 9299080

AN - SCOPUS:0031227739

VL - 66

SP - 362

EP - 375

JO - Journal of Experimental Child Psychology

JF - Journal of Experimental Child Psychology

SN - 0022-0965

IS - 3

ER -