Number-Concept Acquisition and General Vocabulary Development

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  • Author(s): Negen, James; Sarnecka, Barbara W.
  • Language:
    English
  • Source:
    Child Development. Nov-Dec 2012 83(6):2019-2027.
  • Physical Description:
    PDF
  • Publication Date:
    2012
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: [email protected]; Web site: http://www.wiley.com/WileyCDA/
    • Peer Reviewed:
      Y
    • Source:
      9
    • Subject Terms:
      Young Children; Language Acquisition; Vocabulary Development; Toddlers; Correlation; Visual Perception; Spatial Ability; Number Concepts; Child Development; Nouns
    • Accession Number:
      10.1111/j.1467-8624.2012.01815.x
    • ISSN:
      0009-3920
    • Abstract:
      How is number-concept acquisition related to overall language development? Experiments 1 and 2 measured number-word knowledge and general vocabulary in a total of 59 children, ages 30-60 months. A strong correlation was found between number-word knowledge and vocabulary, independent of the child's age, contrary to previous results (D. Ansari et al., 2003). This result calls into question arguments that (a) the number-concept creation process is scaffolded mainly by visuo-spatial development and (b) that language only becomes integrated after the concepts are created (D. Ansari et al., 2003). Instead, this may suggest that having a larger nominal vocabulary helps children learn number words. Experiment 3 shows that the differences with previous results are likely due to changes in how the data were analyzed. (Contains 2 tables and 2 figures.)
    • Abstract:
      As Provided
    • Number of References:
      37
    • Publication Date:
      2013
    • Accession Number:
      EJ992178