Is the Chinese number-naming system transparent? Evidence from Chinese-English bilingual children. Export

@article{citeulike:4453712, abstract = {Chinese-speaking children have been shown to have an advantage over English-speaking children in a variety of mathematical areas, including counting. One possible explanation for the advantage in counting is that the Chinese number-naming system is relatively transparent, compared to English, in that number names typically are directly indicative of base-10 structure (e.g., 12 is named "ten-two" rather than "twelve"). To determine whether the transparency of the Chinese number-naming system influences counting in bilingual children, we tested 25 Chinese-English bilingual children between the ages of 3 and 5 years, both in English and in Chinese. Children were asked to count as high as they could (abstract counting) and also to count objects in small, medium, and large arrays (object counting). No evidence was found for transparency or for transfer from one language to the other. Instead, relative proficiency in the two languages influenced counting skill. These results are discussed in terms of linguistic and cultural variables that might account for cross-linguistic differences in counting.}, author = {Rasmussen, C. and Ho, E. and Nicoladis, E. and Leung, J. and Bisanz, J.}, citeulike-article-id = {4453712}, citeulike-linkout-0 = {http://view.ncbi.nlm.nih.gov/pubmed/16615718}, citeulike-linkout-1 = {http://www.hubmed.org/display.cgi?uids=16615718}, issn = {1196-1961}, journal = {Canadian journal of experimental psychology = Revue canadienne de psychologie exp\'{e}rimentale}, keywords = {bilingualism, chinese, counting, english, number, symbol\_system}, month = {March}, number = {1}, pages = {60--67}, posted-at = {2009-05-03 07:15:21}, priority = {2}, title = {Is the Chinese number-naming system transparent? Evidence from Chinese-English bilingual children.}, url = {http://view.ncbi.nlm.nih.gov/pubmed/16615718}, volume = {60}, year = {2006} }

TY - JOUR ID - citeulike:4453712 L3 - citeulike-article-id:4453712 N2 - Chinese-speaking children have been shown to have an advantage over English-speaking children in a variety of mathematical areas, including counting. One possible explanation for the advantage in counting is that the Chinese number-naming system is relatively transparent, compared to English, in that number names typically are directly indicative of base-10 structure (e.g., 12 is named "ten-two" rather than "twelve"). To determine whether the transparency of the Chinese number-naming system influences counting in bilingual children, we tested 25 Chinese-English bilingual children between the ages of 3 and 5 years, both in English and in Chinese. Children were asked to count as high as they could (abstract counting) and also to count objects in small, medium, and large arrays (object counting). No evidence was found for transparency or for transfer from one language to the other. Instead, relative proficiency in the two languages influenced counting skill. These results are discussed in terms of linguistic and cultural variables that might account for cross-linguistic differences in counting. IS - 1 JF - Canadian journal of experimental psychology = Revue canadienne de psychologie expérimentale SN - 1196-1961 EP - 67 TI - Is the Chinese number-naming system transparent? Evidence from Chinese-English bilingual children. VL - 60 SP - 60 KW - bilingualism KW - chinese KW - counting KW - english KW - number KW - symbol_system AU - Rasmussen, C AU - Ho, E AU - Nicoladis, E AU - Leung, J AU - Bisanz, J PY - 2006/03// UR - http://view.ncbi.nlm.nih.gov/pubmed/16615718 ER -