Tapping into the interplay of lexical and number knowledge using fast mapping
- Language skills and mathematical competencies are argued to influence each other during development. While a relation between the development of vocabulary size and mathematical skills is already documented in the literature, this study further examines how children's ability to map a novel word to an unknown object as well as their ability to retain this word from memory may be related to their knowledge of number words. Twenty-five children were tested longitudinally (at 30 and at 36 months of age) using an eye-tracking-based fast mapping task, the Give-a Number task, and standardized measures of vocabulary. The results reveal that children's ability to create and retain a mental representation of a novel word was related to number knowledge at 30 months, but not at 36 months while vocabulary size correlated with number knowledge only at 36 months. These results show that even specific mapping processes are initially related to the acquisition of number words and they speak for a parallelism between the development of lexical andLanguage skills and mathematical competencies are argued to influence each other during development. While a relation between the development of vocabulary size and mathematical skills is already documented in the literature, this study further examines how children's ability to map a novel word to an unknown object as well as their ability to retain this word from memory may be related to their knowledge of number words. Twenty-five children were tested longitudinally (at 30 and at 36 months of age) using an eye-tracking-based fast mapping task, the Give-a Number task, and standardized measures of vocabulary. The results reveal that children's ability to create and retain a mental representation of a novel word was related to number knowledge at 30 months, but not at 36 months while vocabulary size correlated with number knowledge only at 36 months. These results show that even specific mapping processes are initially related to the acquisition of number words and they speak for a parallelism between the development of lexical and number-concept knowledge despite their semantic and syntactic differences.…
| Author details: | Peter HornORCiD, Tom FritzscheORCiDGND, Antje EhlertORCiDGND, Flavia AdaniORCiDGND |
|---|---|
| DOI: | https://doi.org/10.1016/j.infbeh.2021.101573 |
| ISSN: | 0163-6383 |
| ISSN: | 1879-0453 |
| Pubmed ID: | https://pubmed.ncbi.nlm.nih.gov/34058633 |
| Title of parent work (English): | Infant behavior & development : an international and interdisciplinary journal |
| Subtitle (English): | a longitudinal eye-tracking study with two-year-olds |
| Publisher: | Elsevier |
| Place of publishing: | Amsterdam |
| Publication type: | Article |
| Language: | English |
| Date of first publication: | 2021/05/28 |
| Publication year: | 2021 |
| Release date: | 2023/12/14 |
| Tag: | Cognitive development; Cross-domain development; Fast mapping; Number; Number knowledge; Word; learning |
| Volume: | 64 |
| Article number: | 101573 |
| Number of pages: | 11 |
| Funding institution: | Strukturbereich Kognitionswissenschaft at the University of Potsdam |
| Organizational units: | Humanwissenschaftliche Fakultät / Strukturbereich Kognitionswissenschaften / Department Linguistik |
| Humanwissenschaftliche Fakultät / Strukturbereich Bildungswissenschaften / Department für Inklusionspädagogik | |
| Humanwissenschaftliche Fakultät / Strukturbereich Bildungswissenschaften / Department Grundschulpädagogik | |
| DDC classification: | 1 Philosophie und Psychologie / 15 Psychologie / 150 Psychologie |
| Peer review: | Referiert |
| Publishing method: | Open Access / Hybrid Open-Access |
