Early number acquisition in bilingual children

IF 1.8 3区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
Pierina Cheung , Taeko Bourque , Daphne Ang , Rebecca Merkley
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引用次数: 0

Abstract

Children learn the first few number words one at a time, before learning the meaning of counting. Past research, however, has focused on monolingual children, with only a handful of studies on bi/multilingual children. The current study investigated whether knowledge of number words in one language predicted knowledge of those same number words in another language. We studied Mandarin-, Malay-, and Tamil-English bilingual children (N = 131, ages 2–5) growing up in Singapore, a multilingual and multicultural society, and found that their number knowledge was strongly correlated between languages. Contrary to previous studies in the U.S., we also found some evidence that meanings for small number words are transferred across languages. Our findings point to a possibility that early number words can be learned as translation equivalents (e.g., “one” in English is “yi” in Mandarin Chinese) in bilingual children and highlight the importance of taking an inclusive, global approach to studying numerical development that goes beyond studying White monolingual children.
双语儿童的早期数字习得
在学习数数的含义之前,孩子们一次只学习几个数字单词。然而,过去的研究主要集中在单语儿童身上,只有少数研究是针对双语/多语儿童的。目前的研究调查了一种语言中数字词的知识是否可以预测另一种语言中相同数字词的知识。我们研究了在多语言和多元文化社会新加坡长大的华语、马来语和泰米尔语-英语双语儿童(N = 131,年龄2-5岁),发现他们的数字知识与语言之间有很强的相关性。与美国之前的研究相反,我们还发现了一些证据,证明少量单词的含义会在不同语言之间传递。我们的发现指出了一种可能性,即在双语儿童中,早期的数字单词可以作为翻译的对等物来学习(例如,英语中的“一”在普通话中是“一”),并强调了采取包容性的、全球性的方法来研究数字发展的重要性,而不仅仅是研究白人单语儿童。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
3.20
自引率
5.60%
发文量
114
期刊介绍: Cognitive Development contains the very best empirical and theoretical work on the development of perception, memory, language, concepts, thinking, problem solving, metacognition, and social cognition. Criteria for acceptance of articles will be: significance of the work to issues of current interest, substance of the argument, and clarity of expression. For purposes of publication in Cognitive Development, moral and social development will be considered part of cognitive development when they are related to the development of knowledge or thought processes.
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