How Bilingual Parents Talk to Children About Number in Mandarin and English
Number-related language input has been shown to influence children's number word acquisition and mathematical ability. Significant differences exist between how Mandarin Chinese speaking parents and monolingual English-speaking parents use numeric language in speech to children. In particular,...
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Published in | Frontiers in psychology Vol. 10; p. 1090 |
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Main Authors | , |
Format | Journal Article |
Language | English |
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Abstract | Number-related language input has been shown to influence children's number word acquisition and mathematical ability. Significant differences exist between how Mandarin Chinese speaking parents and monolingual English-speaking parents use numeric language in speech to children. In particular, Mandarin Chinese speaking parents use cardinal number much more frequently in speech to children than do English speaking parents. However, because previous studies have been conducted cross-nationally, research has been unable to disentangle the influences of language from parental influence. The current study examined numeric language input to preschool children with bilingual Mandarin-English American parents. Results show that when parents speak to their children in Mandarin Chinese, children hear more instances and examples of the cardinal number principle than when parents speak to their children in English. This suggests that differences between how the Mandarin Chinese and English languages are structured leads to disparities in how frequently children hear cardinal number in everyday speech. |
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AbstractList | Number-related language input has been shown to influence children's number word acquisition and mathematical ability. Significant differences exist between how Mandarin Chinese speaking parents and monolingual English-speaking parents use numeric language in speech to children. In particular, Mandarin Chinese speaking parents use cardinal number much more frequently in speech to children than do English speaking parents. However, because previous studies have been conducted cross-nationally, research has been unable to disentangle the influences of language from parental influence. The current study examined numeric language input to preschool children with bilingual Mandarin-English American parents. Results show that when parents speak to their children in Mandarin Chinese, children hear more instances and examples of the cardinal number principle than when parents speak to their children in English. This suggests that differences between how the Mandarin Chinese and English languages are structured leads to disparities in how frequently children hear cardinal number in everyday speech. |
Author | Chang, Alicia Sandhofer, Catherine M |
AuthorAffiliation | Department of Psychology, University of California, Los Angeles, Los Angeles , CA , United States |
AuthorAffiliation_xml | – name: Department of Psychology, University of California, Los Angeles, Los Angeles , CA , United States |
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BackLink | https://www.ncbi.nlm.nih.gov/pubmed/31139124$$D View this record in MEDLINE/PubMed |
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CitedBy_id | crossref_primary_10_1016_j_cogdev_2022_101191 crossref_primary_10_1016_j_jecp_2023_105695 crossref_primary_10_1080_1350293X_2020_1858128 |
Cites_doi | 10.1007/978-3-319-43974-7_6 10.1017/S0305000907008641 10.1542/peds.2018-3348 10.1111/j.1467-9280.2008.02153.x 10.1017/S0305000900013866 10.6018/analesps.33.2.239391 10.1023/A:1022401006521 10.1017/s0305000997003358 10.1016/0010-0277(86)90051-X 10.1037/a0019671 10.3758/BF03192770 10.1016/S0885-2014(05)80007-3 10.1037/0003-066X.50.1.24 10.1016/S0010-0277(02)00047-1 10.1037/0012-1649.27.2.236 10.1016/j.cogpsych.2006.09.001 10.1037/0022-0663.96.4.648 10.1037/0012-1649.42.1.59 10.1037/a0014939 10.1111/cdev.12676 10.1017/S0305000909990390 10.1016/j.jecp.2018.07.005 10.1177/00222194050380040301 10.1017/s0142716401002041 10.1016/S0166-4115(08)60099-0 10.1080/10409289.2016.1148480 10.1007/s10212-013-0201-6 |
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Copyright | Copyright © 2019 Chang and Sandhofer. 2019 Chang and Sandhofer |
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Keywords | language input bilingual number words children cardinality |
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Notes | ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23 Reviewed by: Ting-Ting Chang, National Chengchi University, Taiwan; Kristy VanMarle, University of Missouri, United States; You-jung Choi, Harvard University, United States This article was submitted to Developmental Psychology, a section of the journal Frontiers in Psychology Edited by: Huei-Mei Liu, National Taiwan Normal University, Taiwan |
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Snippet | Number-related language input has been shown to influence children's number word acquisition and mathematical ability. Significant differences exist between... Number-related language input has been shown to influence children’s number word acquisition and mathematical ability. Significant differences exist between... |
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Title | How Bilingual Parents Talk to Children About Number in Mandarin and English |
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