Is the Chinese number-naming system transparent? Evidence from Chinese-English bilingual children.
Is the Chinese number-naming system transparent? Evidence from Chinese-English bilingual children.
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中国的号码命名系统透明吗？
DOI：
10.1037/cjep2006007
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发表时间：
2006
期刊：
影响因子：
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通讯作者：
J. Bisanz
中科院分区：
文献类型：
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作者：
C. Rasmussen;Elaine Ho;E. Nicoladis;Joyce C Leung;J. Bisanz
事实证明，说中文的儿童在包括数数在内的各种数学领域都比说英文的儿童有优势。对计数优势的一个可能的解释是，与英语相比，中文数字命名系统相对透明，因为数字名称通常直接指示基数10结构（例如，12被命名为“10 - 2”，而不是“12”）。为了确定汉语数字命名系统的透明度是否会影响双语儿童的计数，我们对25名3 - 5岁的中英双语儿童进行了测试，包括英语和汉语。孩子们被要求尽可能多地计数（抽象计数），并在小，中，大数组中计数对象（对象计数）。没有发现透明度或从一种语文转换到另一种语文的证据。相反，两种语言的相对熟练程度影响了计数技能。这些结果进行了讨论的语言和文化变量，可能占跨语言的差异计数。
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.