Does the transparency of the counting system affect children's numerical abilities?
Does the transparency of the counting system affect children's numerical abilities?
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DOI：
10.3389/fpsyg.2015.00945
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发表时间：
2015
影响因子：
3.8
通讯作者：
Roberts M
中科院分区：
文献类型：
--
作者：
Dowker A;Roberts M
威尔士语使用规则计数系统，而英语使用不规则计数系统，威尔士境内的学校通过威尔士语或英语进行教学。这就提供了一个机会，在没有国际比较中出现的许多其他混杂因素的情况下，比较语言对算术技能的影响。本研究调查的假设，语言属性影响儿童的表现在某些数字任务的比较表现的20个威尔士和20个英语为媒介的二年级学生在非言语线估计和转码。组没有不同的全球算术能力，但学生通过媒体的威尔士平均表现更好的非语言线估计任务比英语媒体组。这种优势是最明显的比较涉及数字超过20：结果是复杂的事实，即威尔士中等的学生表现出较低的范围内的错误分数比英语中等的学生。这些结果被认为与威尔士计票系统的透明度增加有关。
The Welsh language uses a regular counting system, whereas English uses an irregular counting system, and schools within Wales teach either through the medium of Welsh or English. This provides the opportunity to compare linguistic effects on arithmetical skills in the absence of many other confounding factors that arise in international comparisons. This study investigated the hypothesis that language properties influence children's performance in certain numerical tasks by comparing the performance of 20 Welsh- and 20 English-medium Year Two pupils in non-verbal line estimations and transcoding. Groups did not differ on global arithmetic abilities, but the pupils taught through the medium of Welsh on average performed better in the non-verbal line estimation tasks than the English-medium group. This superiority was most apparent in comparisons involving numbers over 20: a result which was complicated by the fact that Welsh-medium pupils showed a lower range of error scores than the English-medium pupils. These results were thought to be related to the increased transparency of the Welsh counting system.
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影响因子：
4
作者：
Booth, JL;Siegler, RS
通讯作者：
Siegler, RS
影响因子：
8.2
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作者：
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