The Relations between Cardinal Number Knowledge and Quantifier Comprehension

Autor/inn/en	Yang, Meiling; Wang, Yunqi
Titel	The Relations between Cardinal Number Knowledge and Quantifier Comprehension
Quelle	In: Language Learning and Development, 19 (2023) 2, S.213-229 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Meiling) ORCID (Wang, Yunqi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-5441
DOI	10.1080/15475441.2022.2060832
Schlagwörter	Correlation; Numeracy; Linguistic Theory; Syntax; Form Classes (Languages); Mandarin Chinese; Language Processing; Semantics; Language Acquisition; Age Differences; Gender Differences; Parent Background; Educational Attainment; Language Classification; Receptive Language; Vocabulary Skills; Task Analysis; Arithmetic; Foreign Countries; Preschool Children; China + Suchen Sie Ihr Suchwort? Korrelation; Rechenkompetenz; Linguistische Theorie; Analytischer Sprachbau; Sprachverarbeitung; Semantik; Sprachaneignung; Spracherwerb; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Elternhaus; Bildungsabschluss; Bildungsgut; Sprachtypologie; Rezeptive Kommunikationsfähigkeit; Aktiver Wortschatz; Aufgabenanalyse; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	How does linguistic structure affect children's developing cardinal number knowledge? The bootstrapping theory proposes that children might use syntactic information provided by known words such as quantifiers to bootstrap the meanings of unfamiliar words such as number words. Prior studies of numeral and quantifier development have indicated that the bootstrapping mechanism that children can use to discover numeral meanings might work differently in different languages. Nevertheless, support for this conclusion remains preliminary. The present study explored this hypothesis through an investigation of the possible relations between cardinal number knowledge and quantifier comprehension in Mandarin Chinese-speaking children. Notably, in contrast with previous studies, this study also offered a glimpse into children's receptive vocabulary development and its relation with cardinal number knowledge and quantifier comprehension. Results showed that cardinal number knowledge did not seem to be correlated with quantifier comprehension (both "exact" and "non-exact" quantifiers) when controlling for such covariates as children's age, gender, parent education, and family income. Moreover, children's receptive vocabulary size explained a significant amount of variance in their quantifier knowledge over and above children's age, gender, parent education, and family income, but not in their cardinal number development over and above these covariates. These results provide further evidence for the hypothesis that while the bootstrapping mechanism may facilitate number word learning in children speaking languages like English, it might play a lesser role in children speaking classifier languages such as Mandarin Chinese. Implications for the role that general receptive vocabulary plays in the acquisition of number words and quantifiers are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01